Consultative Meeting Report: 10 11 October 2013 (Congo, DR ...unesdoc.unesco.org/images/0022/002298/229858E.pdf · Consultative Meeting Report: 10 – 11 October 2013 ... presentations

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UNESCO‐China Funds‐in‐Trust (CFIT) Project on “Enhancing Teacher Education for Bridging

the Education Quality Gap in Africa”

Consultative Meeting Report: 10 – 11 October 2013 (Congo, DR Congo, Liberia, Tanzania, Uganda)

Introduction The consultative meeting welcomed the five new participating countries in the CFIT Project: Congo, DR Congo, Liberia, Tanzania, and Uganda. The meeting also marked the completion of the initial phase for the three initial participating countries (Côte d'Ivoire, Ethiopia, Namibia) – the needs assessment and project document (ProDoc) formulation stage – and the commencement of the implementation phase of the three countries. The meeting gathered country representatives, Permanent Delegates, National Commissions from all participating countries, China, as well as international experts, and staff from UNESCO field offices, IIEP and UNESCO headquarters. (CFIT Meeting_List of participants) Objectives and expected results On 10th Oct 2013, the meeting aimed at giving the five new participating countries the project orientation, and the lessons learnt of three initial countries. On 11th Oct 2013, the meeting aimed at preparing the five countries for the needs assessment phase. The expected results were, by the end of the meeting, participants should have a clear understanding of:

‐ the overall objective and orientation of the CFIT Project; ‐ the needs assessment process.

Proceedings (CFIT Meeting_Agenda 10‐11 Oct 2013_English/French)

10th Oct 2013

Opening: The Ambassador of China to UNESCO and ADG/ED welcomed all participating countries, and congratulated

the country project teams and the staff for the achievements so far in the Project.

Session 1: The project orientation was introduced, main audience: the new five participating countries. (Background

of the project, Capacity of teacher training institutions, ICT in Education components)

Session 2: The three initial countries presented their lessons learnt. The main findings of the needs assessment were

also presented. (Lessons learnt of Côte d'Ivoire, Ethiopia, Namibia; Main findings of the needs assessment of the 3

countries)

Session 3: The five new participating countries presented their country’s basic information. (Countries’ background

presentations of Congo, DR Congo, Liberia, Tanzania, Uganda)

11th Oct 2013

Session 1.1: The expected results and the needs assessment process were explained. (Operational plan for the needs

assessment presentation_English/French; Brief concept not for the needs assessment; Outline for needs

assessment_English/French)

Session 1.2: The five country project teams worked in groups to discuss their understanding of the Project, the

formulation of the country project teams, and the needs assessment process. (Group work guideline for the 5

countries_English/French)

Session 1.3: The five countries presented the feedback, mainly the composition of the country project team and the

planning for the needs assessment. (Feedback presentations of Congo, DR Congo, Liberia, Tanzania, Uganda)

Session 2 and closing: Director/THE concluded the meeting with highlights for the next steps and thanked the

participants for their contribution. (Concluding presentation)

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ED/2014/TLC/LTR/06

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Achievements

‐ The five new participating countries have understood the project orientation. The lessons learnt of the three

countries have shed light on the next steps for the five countries.

‐ The key facts, pressing needs of the teacher training institutions and ICT in the five countries were shared

and discussed.

‐ The five countries have obtained a clear idea about the next steps concerning the needs assessment phase.

Next steps (See Annex 24: Concluding presentation)

‐ With the support of UNESCO staff, and the consultation in their own countries, the five new country project

teams will finalize the members of the country project team AND the needs assessment planning.

‐ The needs assessment phase will commence in early Nov 2013, and last for approximately 12 weeks

(excluding school holidays).

‐ ProDocs and implementation plans will be formulated after the needs assessment is finished. ProDocs and

implementation plans will be reviewed and finalized by end February 2014.

‐ ProDocs and implementation plan will be validated, and the implementation will be launched by early March

2014.

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Consultative meeting on the implementation of UNESCO-China Funds-in-Trust Project on

“Enhancing Teacher Education for Bridging the Education Quality Gap in Africa”

9 – 11 October 2013 (UNESCO Headquarters, Paris)

List of Participants

Country Project Team Congo M. Jean-Goma MANIONGUI, Conseiller à l'Enseignement Supérieur, [email protected] M. Aubin Nestor LOUMOUAMOU, Secrétaire général Académique et Directeur Adjoint de l'Ecole Normale Supérieure (ENS),

[email protected] Mme. Florine BISSOMBOLO BOUANGA, Directrice de l’Ecole Normale d’Instituteurs (ENI) de Brazzaville, [email protected] Mr. Abdourahamane Diallo, Head of Office, UNESCO Brazzaville and UNESCO Kinshasa, [email protected] Côte d’Ivoire M. Silué NANZOUAN, Directeur de la Pédagogie et de la Formation Continue, [email protected] M. Malick DIABY, Coordinateur Projet CFIT, [email protected] M. Mamadou BINATE, Inspecteur Général de l’Education Nationale, [email protected] M. Christophe KOFFI KOUADJO, Conseiller Technique du Ministre, [email protected]; [email protected] M. Fatogoma COULIBALY, Sous-directeur Chargé de la Formation Pédagogique Continue, [email protected] M. Yao YDO, Chef de Bureau et Représentant Résident, l’UNESCO à Abidjan, [email protected] DR Congo M. Jovin MUKADI TSANGALA, Conseiller chargé de la Coopération Internationale, [email protected] M. Edgard BAL-MAYEL, Directeur du Service National de Formation (SERNAFOR), [email protected] M. Joseph Akwala ABANDA, Directeur de l’Institut de Formation des Cadres de l’Enseignement Primaire, Secondaire et

Professionnel (IFCEPS), [email protected] Mr. Pierre GAMBEMBO, Education Specialist, UNESCO Kinshasa, [email protected] Ethiopia Mr. Solomon Andarguie AMARE, Team Leader of Pre-service Teacher Education and Training, [email protected] Mr. Abera Argo LANKAMO, Dean of Hawassa Teacher's College, [email protected] Mr. Asrat DEREB, Dean of Education Faculty Bahir Dar University, [email protected] Mr. Paul Mpayimana, Programme Specialist for Education, UNESCO Addis Ababa, [email protected] Mr. Mame Omar DIOP, Programme Specialist, UNESCO IICBA, [email protected] Liberia Mr. Moses Blonkanjay JACKSON, Assistant Minister for Teachers Education, [email protected] Mr. Mac Daniel A POWELL, ICT and Special Project Consultant, [email protected] Mrs. Precious Brownell-Dennis, Director, Kakata Rural Teachers Training Institute, [email protected] Mr. Tirso DOS-SANTOS, Officer in Charge, UNESCO Accra, [email protected] Ms. Hassana ALIDOU, Director, UNESCO Regional Office in Abuja, [email protected] Namibia Ms. Sandra VAN ZYL, Director of Higher Education, [email protected] Ms. Charmaine VILLET, Dean of the Faculty of Education, University of Namibia, [email protected] Ms. Cecilia BARBIERI, Education Programme Specialist, OIC, UNESCO Windhoek, [email protected] Tanzania Mr. Bakari Ghumpi ISSA, Director for Teacher Education, [email protected]; [email protected] Ms. Fika Lutengano MWAKABUNGU, Assistant Director, Teacher Education Development and Monitoring,

[email protected] Mr. Deogratias Dominic LUGALEMA, College Principal, Mpwapwa Teacher Training College, [email protected] Mr. Abdoul Wahab COULIBALY, Education Programme Specialist, OIC, UNESCO Dar es Salaam, [email protected] Uganda Ms. Margaret Nansasi NSEREKO, Commissioner, Teacher Instructor Education and Training (TIET), [email protected] Ms. Jane Egau OKOU, Assistant Commissioner, Instructor/Tutor Education, [email protected] Mr. Aloysius Matovu MUSOKE, Principal, Nakawa Vocational Training Institute, [email protected] Mr. Charles OBIERO, Education Project Officer, UNESCO Nairobi, [email protected]

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Experts from China Mr. Hong Wei MENG, Research and Training Centre for Rural Education (INRULED), [email protected] Ms. Jing ZHOU, Professor of Preschool Education, East China Normal University, [email protected]

Permanent Delegates S. Exc. M. Jean-Marie ADOUA, Ambassadeur, Délégation permanente de Congo auprès de l'UNESCO, dl.congo@unesco-

delegations.org S. Exc. Mme. Denise HOUPHOUËT-BOIGNY, Ambassadrice, Délégation permanente de Côte d'Ivoire auprès de l'UNESCO,

[email protected] S. Exc. M. Ileka ATOKI, Ambassadeur, Délégation permanente de la République démocratique du Congo auprès de

l'UNESCO, [email protected] H. E. Mr. Teshome TOGA, Ambassador, Permanent Delegation of Ethiopia to UNESCO, [email protected] H. E. Mr. Dudley McKinley THOMAS, Ambassador, Permanent Delegation of Liberia to UNESCO,

[email protected] H. E. Ms. Frieda Nangula ITHETE, Ambassador, Permanent Delegation of Namibia to UNESCO,

[email protected] H. E. Mrs. Begum K. TAJ, Ambassador, Permanent Delegation of Tanzania to UNESCO, [email protected] Mr. Mohammed S. SHEYA, Deputy Permanent Delegate of Tanzania to UNESCO, [email protected] Mr. Philip Ochen ODIDA, Minister Counsellor, Permanent Delegation of Uganda to UNESCO, [email protected] H. E. Mr. Shaozhong YOU, Ambassador, Permanent Delegation of China to UNESCO, [email protected] Mr. Leyong GAO, First Secretary (Education), Permanent Delegation of China to UNESCO, [email protected]

UNESCO Headquarters Mr. Qian TANG, ADG/ED Mr. David ATCHOARENA, Director, ED/THE, [email protected] Mr. Francesc PEDRÓ, Chief of Section, ED/THE/TEP, [email protected] Mr. Hilaire MPUTU AFASUKA, Programme Specialist, ED/THE/TEP, [email protected] Mr. Fengchun MIAO, Programme Specialist, ED/THE/TEP, [email protected] Mr. Nyi Nyi THAUNG, Programme Specialist, ED/THE/TEP, [email protected] Ms. Jianhong DONG, Seconded & Expert on Mission, ED/THE/TEP, [email protected] Ms. Megumi WATANABE, Programme Specialist, ED/THE/TEP, [email protected] Ms. Mariana PATRU, Programme Specialist, ED/THE/TEP, [email protected] Ms. Aurora CHEUNG, Associate Project Officer, ED/THE/TEP, [email protected] Ms. Sara BIN MAHFOOZ, Young Professional, ED/THE/TEP, [email protected] Mr. Lucio SIA, Programme Specialist, ED/THE/TEP, [email protected] Mr. Florence SSEREO, Programme Specialist, ED/THE/TEP, [email protected] Ms. Paulina KURKI TUULI, Associate Expert, ED/THE/TEP, [email protected] Ms. Charline RAMBELOSON, Assistant to Chief of Section, ED/THE/TEP, [email protected] Ms. Ramata BAH, Secretarial Assistant, ED/THE/TEP, [email protected] Ms. Marie-Dominique DUMAS, Secretarial Assistant, ED/THE/TEP, [email protected] Ms. Soo Jin CHO, Intern, ED/THE/TEP, [email protected] Mr. Dimitri AKARAWITAGE, Intern, ED/THE/TEP, [email protected]

Other Participants Mr. Edem ADUBRA, Chief of Section, ED/THE/TEFAS, [email protected] Ms. Aminatou DIAGNE, Assistant Education Specialist, ED/THE/TEFAS, [email protected] Mr. Constant KOUASSI, Junior Professional, ED/THE/TEFAS, [email protected] Ms. Carmen Piñán, Programme Specialist, UNESCO Africa Department, [email protected] Ms. Gabriele GOTTELMANN-DURET, Programme Specialist, UNESCO IIEP, [email protected] Ms. Barbara TOURNIER, Assistant Programme Specialist, UNESCO IIEP, [email protected]


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UNESCO-China Funds-in-Trust Project on


Consultative Meeting Agenda: 10 – 11 October 2013

(Congo, DR Congo, Liberia, Tanzania, Uganda)

UNESCO Headquarters, Room 13 (Miollis)

The UNESCO-China Funds-in-Trust (CFIT) Project, which was launched in late 2012, is now entering the 2nd year of the project cycle. Congo, DR Congo, Liberia, Tanzania, and Uganda are the 5 newly participating countries in the CFIT Project. On 10 October 2013, the meeting will focus on learning from the lessons learnt from the 3 initial project countries (Côte d'Ivoire, Ethiopia, and Namibia), and gaining an understanding of the background information related to the teacher sub-sector in the 5 newly participating countries. On 11 October 2013, the 5 countries will be prepared to enter the needs assessment phase. At the end of the meeting, participants should have a clear understanding of:

- the overall objective and orientation of the CFIT Project; - the needs assessment process.

10 October 2013 9:00 – 9:30 Opening

ADG/ED,

Chinese Delegation Moderator: David

Session 1: Project Orientation 9:30 – 9:50 1.1 Background of the project, highlights of the 1st phase,

the way ahead Q&A

Francesc

9:50 – 10:10 1.2 Capacity of teacher training institutions to fill the gap of quality of education in Africa

Q&A

Hilaire

10:10 – 10:30 1.3 ICT in Education Components Q&A

Fengchun

10:30 – 11:00 Coffee Break Session 2: Lessons learnt from the 1st phase of the CFIT Project

2.1 Country presentations The 3 countries in the 1st phase will share lessons learnt in the needs assessment, producing of ProDocs, and

coordination with different stakeholders. 11:00 – 11:30 Namibia

Q&A Presenter:

Namibia Country Project Team Moderator: Nyi Nyi

11:30 – 12:00 Ethiopia Q&A

Presenter: Ethiopia Country Project Team

Moderator: Fengchun 12:00 – 12:30 Côte d'Ivoire

Q&A Presenter:

Côte d'Ivoire Country Project Team

Moderator: Hilaire 12:30 – 12:50 2.2 Main findings of the needs assessment

Main findings of the needs assessment and crosscutting issues of the 3 countries will be presented.

Nyi Nyi, Megumi

12:50 – 14:00 Lunch Session 3: Country background presentation

The 5 new participating countries will present background information in their countries, with a focus on the ICT elements in their teacher training/education institutions (TTIs).

14:00 – 14:40 Congo Q&A

Presenter: Congo Country Project Team

Moderator: Mariana 14:40 – 15:20 Liberia

Q&A Presenter:

Liberia Country Project Team Moderator: Nyi Nyi

15:20 – 15:50 Coffee Break 15:50 – 16:30 Tanzania

Q&A Presenter:

Tanzania Country Project Team Moderator: Megumi

16:30 – 17:10 Uganda Q&A

Presenter: Uganda Country Project Team

Moderator: Jianhong 17:10 – 17:50 DR Congo

Q&A Presenter:

DR Congo Country Project Team Moderator: Hilaire

18:00 Cocktail on the 7th Floor of UNESCO Fontenoy Building

11 October 2013 Session 1: Preparation of the next step for the 5 newly participating countries

9:30 – 10:30 1.1 Briefing on the working modality

Expected outcomes of the day, needs assessment process, and working group guideline.

Q&A

Francesc, Nyi Nyi

10:30 – 11:00 Coffee Break 11:00 – 13:00 1.2: Group work

The 5 countries will discuss their understanding of the project, and the implementation plan of the needs assessment.

Group work Session

13:00 – 14:00 Lunch 1.3: Country feedback

The 5 countries will present highlights of their discussion, with a focus on the needs assessment.

14:00 – 14:20 Congo Q&A

Presenter: Congo Country Project Team

Moderator: Mr. Diallo 14:20 – 14:40 Liberia

Q&A Presenter:

Liberia Country Project Team Moderator: Mr. Dos-Santos

14:40 – 15:00 Tanzania Q&A

Presenter: Tanzania Country Project Team

Moderator: Mr. Coulibaly 15:00 – 15:20 Coffee Break

15:20 – 15:50 Uganda

Q&A Presenter:

Uganda Country Project Team Moderator: Mr. Obiero

15:50 – 16:10 DR Congo Q&A

Presenter: DR Congo Country Project Team

Moderator: Mr. Diallo 16:10 – 17:00 Session 2: Concluding presentation

Regional events, other relevant activities and the next steps. Q&A

David

17:00 Closing

David

UNESCO-China Funds-in-Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE

QUALITY GAP IN SUBSAHARAN AFRICA

Meeting agenda and objectives Francesc Pedró

10/11 October 2013

Meeting objectives

1. Understand the overall project background and goals

2. Learn from the experience of the first peer countries

3. Present key facts and pressing needs about TT and ICT in your country

4. Pave the way for the preliminary phase in your country:

– Needs assessment – Formulation of the project – Next steps

Agenda for today

Session 1: Project Background Session 2: Lessons learnt from the first peer countries Session 3: Country background on TT and ICT Plus Cocktail



Project Background and overall goals Francesc Pedró

10/11 October 2013

Project goals

To enhance the capacities of teacher education institutions to prepare an adequate number of qualified teachers to achieve EFA, making the most of ICT.

Key features

1. Capacity development of key TTI, – In policy

– Curriculum

– Increasing supply through ICT.

2. Reinforcement of pedagogical skills to leverage ICT use

3. In-country networking among TTIs 4. Cross-country networking and knowledge

sharing.

Two distinct phases

1. Preliminary phase: – Led and managed by UNESCO HQ

Needs assessment Prodoc

2. Implementation phase – Decentralised to countries through UNESCO FOs

– M & E by UNESCO HQ

Hilaire Mputu Section for Teacher Development

and Education Policies

10 October 2013

Strengthening the capacities of teacher-training institutions to bridge the

education quality gap in Africa

Outline of the presentation

Context and project justification

Goals of the project

Implementation strategy

Implementation structure

Monitoring and evaluation and report preparation

Sustainability strategy and risk factors

Implementation plan

Quality and equity in education depend largely on the skills and commitment of teachers.

Teacher and teaching quality have been identified as the most important organizational factors associated with student achievement (GMR 2005).

Teachers are the single most important education resource in anycountry (GMR 2010).

The cost of teaching staff represents the largest share of currentexpenditure on education, reaching up to 80% of national educationbudgets.

Context and justification

1. Teachers are the main determinant of the quality of education:

2. Teachers: key issues and challenges in relation to EFA

In many countries, teachers suffer from their precarious status, wages and working conditions; some work in disadvantaged and sometimes very dangerous areas.

Many countries face a severe shortfall in qualified teachers, which is one of the greatest challenges for the achievement of the EFA goals by 2015.

According to the UNESCO Institute for Statistics (UIS), at least 1.6 million additional teachers are needed to meet universal primary education (UPE) goals in 2015 and if nothing is done, the need for additional teachers will reach 3.3 million in 2030.

Taking into consideration the 3.6 million who naturally leave the profession, the number of additional teachers needed for 2015 rises to 5.2 million.

Of the 1.6 million additional teachers required, almost 60% (902,000) will be needed in sub-Saharan Africa.

Context and justification Context and justification: more serious challenges in sub-Saharan Africa

Sub-Saharan Africa: almost 60% of new posts requiredNearly 1/3 of countries suffering a shortage are in sub-Saharan AfricaThe beneficiaries of this project are selected on these criteria

Translations for bar chart: Etats arabes = Arab StatesAutres régions = Other regionsAfrique Subsaharienne = sub-Saharan AfricaNouveaux postes d’enseignants nécessaires (en millions) = Additional teachers needed (millions)

213k

462k

902k

345k

741k

1295k

399k

771k

1716k

454k

781k

2100k

UNESCO’s responses: Teachers=Priority

Member States have identified teachers as the determining factor of quality and equity for EFA.

A priority among the four priorities of the Education Sector: (1) Teachers; (2) Literacy; (3) sector-wide planning; (4) TVET.

Strengthening UNESCO’s intervention strategy for teachers and launching a new global initiative, with a focus on Africa.

Substantial resources for the implementation of the Strategy and the Initiative (ED/THE/TEP).

Launch of the UNESCO-China Funds-in-Trust project in the framework of the new Initiative.

Goals of the project: The long-term goal is to accelerate the achievement of the EFA goals and particularly to improve the quality of education through strengthening the capacities of teacher-training systems

provide quality initial training in order to increase the supply of qualified teachers, particularly through open and distance learning (ODL) usinginformation and communication technology (ICT);

support continuing vocational training of teachers during employment, using a combination of learning methods, including ICT;

provide teacher trainers and teachers themselves with the necessary skills to use ICT to improve the quality of teaching and learning;

create/strengthen networks of teacher-training institutions to foster knowledge sharing between policy-makers, heads of institutions and other stakeholders on effective strategies and practices.

Within the framework of the new initiative, this project aims to help countries strengthen the capacities of key teacher-training institutions in order to:

CAPNAM

Capacity-building: individual capacities, while important, depend on the institutions (rules) and organizations (structures) in which the capacities should be expressed

1.Institutional capacitiesFavourable/restrictive environment for the functioning of ministries/teacher-training institutions: laws, rules and regulations, social and behavioural standards

2.Organizational capacitiesAt the ministerial/teacher-training

institution level:Structure and responsibilitiesCommunication linesMotivation and accountability

3.Individual capacitiesFunctional competencesLeadership – at the various levels

4.Knowledge baseData and informationAnalyses, studies and examples of good practice

Capacities - Resources

Capacities integrated into…

Institutional and contextual arrangements and standards of behaviour

Organizational structures and rules

Individuals

Knowledgebase

Capacity is defined here as the ability of individuals, organizations and societies to manage their business effectively. This concept goes beyond the experience, knowledge and technical skills of individuals.

Drawing on the approach of successful capacity-building projects, implementation will be guided by thefollowing principles:

National ownership: the project will be designed, implemented, managed and hosted by thenational educational authorities, with UNESCO’s support.

Alignment with the countries’ objectives and strategies in terms of capacitydevelopment and the effective use of existing capacities in these countries. UNESCO will draw on best practicesand mobilize its expertise and its networks, such as UNESCO Chairs, to integrate international experience,including that of China, and to provide appropriate technical support.

Adapting the design and implementation of the project to the context and needs of theeducation system, especially in terms of curriculum and programme, to ensure the relevance of theprogrammes developed.

Participative/collaborative approach in the design and implementation of the project,involving all stakeholders.

Shared and clear objective – Effective communication: website, e-newslettersand social media will be used to improve the impact of the activities and share the achievements and lessonslearned from the project, and to give it more visibility.

Implementation strategy

Implementation structure

In accordance with the guiding principles, the project implementation structure involves three main stakeholders: (1) target countries; (2) UNESCO entities; and (3) the People’s Republic of China, as a donor.

1.National team (Ministry of Education, teacher-training institutions, experts, local resource persons); Compile an inventory status report and participate in the planning, implementation and evaluation of the project’s activities in the countries concerned.

2.UNESCO entities – Field offices: Facilitate the preparation, implementation and monitoring at the country level and report to UNESCO Headquarters. Ensure coordination and synergies with similar initiatives in the countries by other agencies.

3.UNESCO entities – UNESCO specialized institutes: International Institute for Capacity-Building in Africa (IICBA) in particular will provide support to teacher-training institutions to strengthen their capacities. Other UNESCO institutes will be invited, as required, to provide technical assistance, training and applied research.

4.UNESCO entities – Headquarters unit (ED/THE/TEP): Coordinate, manage the overall design and planning, oversee implementation and ensure the overall monitoring, evaluation and reports.

5.Donor – People’s Republic of China: Align the project with other on-going activities concerning teachers in the framework of China-Africa cooperation; sharing the Chinese experience in teacher training will also serve to enrich project implementation and promote the project to Chinese firms.

UNESCO will support countries to establish a monitoring and evaluation mechanism to ensure that activities are effectively implemented, in order to achieve the desired results.

In collaboration with countries, a monitoring and evaluation framework will be defined, with measurable indicators, to facilitate monitoring and evaluation by the various parties.

The monitoring and evaluation process will include the collection of information on good practices, successes and lessons learned; this information will be disseminated among the participating countries in order to ensure the quality of implementation, to guide the future project activities and give it more visibility.

There will be a mid-term review at the end of the second year and a final evaluation at the end of the project.

Periodic progress reports will be submitted annually to UNESCO ED/THE by the countries’ focal points. Reports to the donor will be submitted by ED/THE in cooperation with UNESCO (BSP/CFS). A model for the presentation of these reports will be provided.

Monitoring and evaluation of the project

Emphasis on the development of national and institutional capacities: the achievements of the project will thus be supported by strengthened capacities that meet the specific context of the country under consideration.

Strengthen ownership of the project by the country: the establishment of a national team will give shape to the country’s commitment and its ownership of the project.

Alignment with on-going global, national and regional initiatives: we will endeavour to link this project correctly with current teacher-development initiatives, programmes and policies.

Risk factor: risks of political change and/or instability. In order to mitigate this, integrate the project in the national educational development framework and work with the teacher-training institutions concerned, in consultation with all stakeholders.

Sustainability strategy and risk factors

Preparatory phase – key expected deliverables

Implementation plan

Deliverables Responsible entity Method Estimated time

Needs assessment report

National team, with the technical support of UNESCO

Capacity needs assessment methodology (CAPNAM)

1st-3rd weeks

Project document by country:Implementation plan - Logical framework

UNESCO, with the approval and cooperation of national authorities

Tripartite debate: national team, international experts and UNESCO

4th-8th weeks

Review by experts

International experts, UNESCO providing the secretariat

Policy evaluation –UNESCO’s method 2nd-8th weeks

Thank you for

your attention

Projet UNESCO-Fonds en dépôt de la République Populaire de Chine (CFIT) :

“Améliorer la formation des enseignants pour comblerle déficit en matière de qualité de l’enseignement en

Afrique”

Document de projet et retour d’expérience CÔTE D’IVOIRE

Paris, 10 octobre 2013

1. ÉQUIPE NATIONALE DU PROJET ET BUREAUX HORS SIÈGE / INSTITUTS SPÉCIALISÉS DE L’UNESCO

1.1- Membres de l’Équipe nationale du projet & rôles principaux

o Le Comité de pilotage;

o La Direction exécutive du projet, qui comprend :

- un comité scientifique;

- une cellule pédagogique;

- une cellule technique.

1.2- Gestionnaires de projet des Bureaux hors Siège / Instituts spécialisés del’UNESCO

o le Représentant Résident de l'UNESCO à Abidjan

o le Coordonnateur technique du projet.

2. RAISON D’ÈTRE ET OBJECTIF

2.1- Principaux défis de la Formation Continue des enseignants

Etat des lieux du système éducatif de Côte d’Ivoire :

o un déficit important d'enseignants qualifiés ; ce qui a nécessité unrecrutement exceptionnel d’enseignants sans formation initiale;

o une baisse des résultats scolaires ;o un fort taux de redoublement de l’ordre de 20% ;o une insuffisance de professionnalisation de la formation initiales des

enseignants ;o une insuffisance d’investissement en intrants pédagogiques.

La formation continue classique (en présentiel) coûte de plus en plus cher. Il estnécessaire de changer de paradigme en optant pour une formation mixte alliantprésentiel et distanciel.

2. RAISON D’ÊTRE ET OBJECTIF

2.2- Objectif généralRenforcer les capacités des acteurs de la chaîne de formation continue et desenseignants.

2.3- Objectifs spécifiques

o Mettre en place des infrastructures et des équipements pour lerenforcement des capacités des encadreurs pédagogiques et la formationcontinue des enseignants ;

o Concevoir et élaborer des ressources pédagogiques ;

o Renforcer les capacités des encadreurs pédagogiques en ingénierie de laformation à distance ;

o Mettre à la disposition des bénéficiaires une bibliothèque virtuelle ;

o Promouvoir la recherche-action sur l’intégration pédagogique des TICE.


2.4-Les bénéficiaires et autres parties prenantes

o Les gestionnaires/managers du système éducatif- Inspecteurs Généraux de l’Education Nationale;- Inspecteurs de l’Enseignement Secondaire ;- Inspecteurs de l’Enseignement Primaire.

oLes encadreurs pédagogiques- Conseillers Pédagogiques du Secondaire ;- Conseillers Pédagogiques du Primaire;- Directeurs d’Ecole Primaire ;- Maîtres d’Application.

o Les enseignants


2.5- Principaux résultats escomptés

o Informer et sensibiliser la communauté éducative sur les opportunités que

présentes les TICE et les avantages de la formation à distance ;

o Renforcer les capacités techniques des centres de formation ;

o Produire des ressources pédagogiques numériques;

o Renforcer les capacités des encadreurs pédagogiques en ingénierie de la

formation à distance;

o Assurer la formation continue des enseignants à l’aide des TICE ;

o Améliorer les performances du système éducatif ivoirien.

3. PRINCIPALES ACTIVITÉS DU PROJET

NOM DE LA TÂCHE DURÉE (J) COÛT

PROJET UNESCO CFIT - COTE D'IVOIRE 678 709334 $

ACT-1 Stratégie de développement du projet 215 56 578 $ACT-2 Équipement CNRP et 09 CRRP 243 242 220 $ACT-3 Renforcement des Capacités 311 55 418 $

ACT-4 Production de contenus numériques et évaluation 590 268 748 $

ACT-5 Bibliothèque virtuelle nationale 155 23 500 $ACT-6 Formation Continue mixte (Blended learning) 551 30 000 $ACT-7 Dissémination, séminaires et conférences 186 32 870 $

ACT-8 Coordination CNRPN et suivi des activités des CRRPN 904 50 500 $

4. LE PLAN DE TRAVAIL

ACTIVITES PRINCIPALES 2013 20147 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

ACT-1 Stratégie de développement du projet

I-1 Stratégie institutionnelle

1- Signature de l’arrêté portant création, composition et fonctionnement de la structure de gestion du projet. 2- Signature du protocole d'accord UNESCO-MENET (Cérémonie officielle de lancement) I-2 Communication et sensibilisation1. Elaboration d'un plan de communication du projet 2 - Compagne de sensibilisation et d'information


ACTIVITES PRINCIPALES 2013 2014 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

ACT-2 Equipment CNRPN et 10 Centres Régionaux II-1 Equipment du CNRPN Production, Formation 1. Réhabilitation du site 2 - Spécifications, Acquisition, Installation et formation

II-2 Equipment de 10 CRRP: Formation et Vidéoconférence

1. Réhabilitation des centres régionaux 2 - Spécifications, Acquisition, Installation et formation (SAV)


ACTIVITES PRINCIPALES 2013 2014

7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

ACT-3 Renforcement des Capacités

III-1 Formation 1 : Gestionnaires du système en management de projet TICE

III-2 Formation 2 : Trente encadreurs pédagogiques en conception, production et mis en ligne de ressources pédagogiques numériques.

III-3 Formation 3 : Tuteurs en accompagnement et suivi de formation en ligne.


ACTIVITES PRINCIPALES 2013 20147 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

ACT-4 Production de contenus numériques

IV-1 Production de contenus numériques

IV-2. Conception et mis en ligne des scénarii pédagogiques.

IV-3. Constitution et exploitation d'une banque de ressources numériques.


ACTIVITES PRINCIPALES 2013 2014

7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

ACT-5 Formation Continue mixte (Blended learning)

VI-1 Formation continue des enseignants en présentiel (trois regroupements): 1. phase d'imprégnation; 2. phase de pondération et de remédiation; 3. phase d'évaluation certificative

VI-2. Accompagnement tutoré des stagiaires.


ACTIVITES PRINCIPALES 2013 2014 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

ACT-6. Dissémination, séminaires et conférences VI-1. Séminaire sur l'administration de la formation en ligne.

VI-2. Séminaire sur le tutorat en formation en ligne.

VI-3. Voyages d'étude: Formation continue des enseignants par les TICE: exemple de mise en œuvre par des pays tiers.

5. RETOUR D'EXPÉRIENCE

5- RETOUR D'EXPERIENCE

5.1- Leçons apprises de l’analyse des besoins

La rédaction du document « Etat des lieux » a nécessité la collaboration deplusieurs directions centrales du ministère et d’autres institutions (ENS, etc.).L’élaboration du document a nécessité le recours à plusieurs documents deréférence tels que le RESEN, le PAMT, le PND, le Rapport d’achèvement duPASEF, le Rapport d’audit de SOFRECO, le rapport d’évaluation des acquisscolaires du PASEC;Le renforcement des compétences des enseignants est l’une des clés durelèvement de la qualité des enseignements et donc des résultats scolaires.

5. RETOUR D'EXPÉRIENCE 5- RETOUR D'EXPERIENCE

5.2. Leçons apprises de la coordination interne du projet

o Fort engagement des autoritésoAncrage du projet au sein de la direction en charge de la formation continuedes enseignants. o Pertinence du choix du thème du projet ;oImportance des TIC dans la mise en œuvre de la formation continue desenseignants ;oInscription du projet dans la stratégie nationale telle que définie dans lesdocuments de politique éducatives (PAMT, PND) ;oTravail collaboratif entre les directions centrales.

5. RETOUR D'EXPÉRIENCE

5.3- Retour d'expérience dans la coordination interne (avec legouvernement et les TTIs)

La structure en charge de la formation continue (DPFC) qui a coordonné debout en bout l'analyse de l’État des lieux et le montage du Prodoc a réussi àfédérer autour de ce projet l'adhésion de toute la chaîne de responsabilitépédagogique.

Elle a reçu l'appui du cabinet pour la réhabilitation et l'aménagement duCNRPN

Elle a suscité autour du projet, l'attention du Ministère de la Poste et des TIC,lead de la stratégie gouvernementale de développement et de déploiement desTIC, sur le chantier innovateur ouvert par le MENET.

6. STRATÉGIE DE MISE EN ŒUVRE

6- STRATEGIE DE MISE EN ŒUVRE

Une mise en œuvre effective de ce Projet tiendra compte de la cohérence dansla séquentialisation des activités ainsi que de l’efficacité dans le renforcementdes capacités des acteurs de la chaîne de formation continue des enseignants.

Le réseautage, la documentation et l’échange des bonnes pratiquesparticiperont également de la stratégie de mise en œuvre.Enfin, le renforcement de la coordination et la création des synergies entredifférentes initiatives de formation continue des enseignants devrontcontribuer aussi à la réalisation des résultats escomptés.


6.1. STRATÉGIES NATIONALES DE MISE EN ŒUVREo création d’un centre national de ressources pédagogiques numériques et decentres régionaux ;o acquisition et la mise en place d’infrastructures et d’équipements ;o formation à la conception et la production des ressources pédagogiquesnumériques ;o production de ressources pédagogiques numériques ;o renforcement des capacités de la chaîne de responsabilité pédagogiques ;o formation continue des enseignants du préscolaire et du primaire.o formation continue des enseignants du secondaire.


6.2. Analyse et contrôle des risques6.2.1. Analyse des risques du projet

oInsuffisance de sécurité des locaux abritant les centres nationaux etrégionaux ;oInsuffisance de la prise en compte de l’aspect maintenance des équipementset des installations ;oNon-respect des échéanciers dû à la lenteur administrative et auxconditionnalités de décaissementoNon-adhésion des encadreurs pédagogiques et/ou des enseignants due à larésistance au changement, à l’insuffisance d’informations et de motivationoInsuffisance de ressources pédagogiques découlant des retards éventuelsdans la production de ressources numériques ;


6.2.2. Stratégies de contrôle des risques du projet

L’équipe de coordination du projet s’emploiera à minimiser les risques ci-dessus à travers les actions suivantes :oengagement du ministère et de la communauté éducative autour de lasécurisation des centresoformation d’un groupe de maintenancier;orenforcement du leadership et de la coordination, par le MENET, desdifférentes initiatives, y compris celles financées par les PTFs ;osensibilisation, l’information des acteurs et un management participatif;6.2.2. Stratégies de contrôle des risques du projet

origueur dans la gestion du projet en vue de respecter les échéanciers fixés audémarrage du projet ;orespect du cadre institutionnel mis en place pour garantir la stabilité del’équipe de coordination, y compris le CNRPN ;omeilleure planification et un suivi régulier des activités de manière àanticiper et remédier aux difficultés éventuelles.


6.3 Stratégies de pérennisationEn vue de pérenniser les acquis du projet, les activités de ce dernier serontcirconscrites dans des structures pérennes que sont les APFC, les CAFOP et laDPFC.L'implication de ces structures de formation continue permettra de réinvestir lesrésultats du projet au bénéfice de plusieurs cohortes post-projet. En effet, lescompétences acquises par le personnel d'encadrement auront des effetsmultiplicateurs au fil des ans. Par ailleurs, L’équipement des APFC et desCAFOP en matériel TICE, contribuera à renforcer la culture du numérique etpérenniser ainsi les acquis du projet.En outre, la pérennisation des résultats du projet nécessite une implicationeffective du gouvernement, notamment à travers l’intégration des activités dans leplan stratégique de formation initiale et continue du MENET. A ce titre, ilimporte de signaler qu’en vue de l’hébergement du Projet, le MENET a déjàcommencé, avec ses fonds propres, la réhabilitation, l’équipement du CNRPN etla formation de quatre experts en TICE à l’Université Paris VII, en septembre2013.Le coût des différents investissements déjà réalisés est d’environ 50 000 USD.

8. SUIVI, ÉVALUATION ET IDENTIFICATION DE BONNES PRATIQUES De manière plus concrète, le suivi et l’évaluation des activités du projets’effectueront selon les modalités ci-dessous:Le suivi interne est assuré par la Direction du projet qui mettra en place undispositif approprié, avec l’appui de l’UNESCO.Le suivi externe est assuré par l’équipe UNESCO/Abidjan, en collaborationavec l’UNESCO/Siège.Une évaluation à mi-parcours est prévue au cours de la deuxième année duprojet, entre l’UNESCO/Siège et le gouvernement de Côte d’Ivoire. A la fin duprojet, il est prévu une évaluation externe qui sera conduite par une équiped’experts constitués par l’UNESCO et le donateur.

9. STRATEGIE DE COMMUNICATION SUR LA MISE EN ŒUVRE

Des activités de sensibilisation seront menées vers :ola chaîne de responsabilités pédagogiques (CABINET, IGEN, IES, IEPP) ;oles syndicats d’enseignants et d’encadreurs pédagogiques ;oles encadreurs pédagogiques et enseignantsola communauté éducative (parents d’élèves, partenaires, collectivitésterritoriales) ;oles PTFS intervenant dans le secteur éducation formation ;

JE VOUS REMERCIE DE VOTRE ATTENTION

Point focal de l’équipe nationale du projet Nom: SILUE NANZOUAN PATRICE Titre: Directeur de la Pédagogie et de la Formation

Continue E-Mail: [email protected]

[email protected]éléphone: 00225 20 21 25 97Mobile: 00225 06 51 68 34



Fengchun Miao Programme Specialist in ICT in Education

ED/THE/TEP, UNESCO

ICT in Education Components of Chinese-Funds-in-Trust Project on

Enhancing Teacher Education for Bridging the Education Quality Gap in Africa

Outline

I. ICT in Education Components II. Roles of ICT in Teacher Training III. Expected Results IV. Project Intervention V. Needs Analysis

I. ICT Component in the Proposal

Support the target countries in enhancing the capacity of their teacher training institutions (TTIs)

by improving the capacity of key TTIs to provide quality pre-service programmes so as to increase the supply of qualified teachers particularly through ICT-supported distance training programmes; by strengthening the capacity of key TTIs in supporting teachers’ continuous professional development, particularly through blended learning modalities and programmes; by enhancing the capacity of key TTIs to equip teacher trainers and teachers with the competency of using ICT to improve the quality of teaching and learning; by supporting networks of TTIs for knowledge sharing among policy makers, institutional leaders on effective strategies and practices.

II. Roles of ICT in Teacher Training

Teacher training

or education

Through ICT Open & distance training

ODL platform accessible for computers or mobile phones

Online training courses

Moderation & accreditation

With ICT Blended

learning for teachers

Face-to-Face+CD-ROM +Online

Resources

About ICT

Training Courses

National/institutional ICT Competency Standards

Curriculum review and development Capacity of

Teacher Educators

ICT-Pedagogy Integration

III. Expected Results

Reinforced institutional capacities in

1. Developing and delivering open & distance training

programmes

1.1 A platform accessible for computers or mobile phones(English + French)

1.2 Online training courses

1.3 Moderation & accreditation mechanism

2. Using ICTs to support teachers

development

2.1 Blended media solutions: F2F+CD-ROM +Online

2.2. Content development

3. Developing and delivering training on

ICT-Pedagogy

4.*National/institutional ICT Competency Standards (optional)

3.1 ICT-related curriculum review and development

3.2 Capacity building for teacher educators on ICT-Pedagogy Integration

IV. Project Intervention: 3-Pronged Approach to Building Institutional Capacities

Dean’s Forums (1.1, 1.3,4) ODL Platform Setting-up (1,1, 2.1)

Workshops on ODL course development (1.2, 2.2) Curriculum-Development Workshops on ICT-Pedagogy (3.1)

Capacity building workshops for teacher educators (3.2)

Where we are: E-readiness ICT courses Trainers

What are needed

Equipment Capacities Resources

Where we go: Institutional transformation Modelling change for other TTIs Scaling up to national policy & standard

Curriculum & Resources

Leadership & Platform

Teacher Educators' Capacity

V. Needs Analysis to tailor activity planning

Suggestion on Designing ICT-related Components of the Project

Institutional need based Teacher development oriented Affordability and scalability Capacity before equipment

Main deliverables of UNESCO in building institutional capacity of TTIs

I. Dean’s Forum

III.

Curriculum Development

II. iculum opment

Peer Coaching

er Peehingach

II. ICT-pedagogy

Integration

TTI-School partnership

IV. Innovative ICT-enhanced learning (Project based learning

and tele-collaboration)

MOE Other TTIs

Local schools

Dean’s Forum

Thematic or in-depth Dean’s Forum

National Forums or inter-TEI exchange

1st Regional Dean’s Forum

Thematic discussion and experience sharing

Local follow-up Institutional actions Systematic vision Training on leadership

Setting vision;

Building leadership,

Action planning

Objectives5 Forums: 5 forums for 150 deans of 50+ TEIs from 20 countries

Institutionalization is a process of ‘fossilization’ of best practices

Example of results achieved- Institutional Policy From: Filomena Dayagbil [email protected] I am Filomena T. Dayagbil, Dean of the College of Teacher Education of Cebu Normal University (CNU). We have institutionalized our ICT training for graduating Education students in the university. For the past two years, all 4th year Education students ( 600 students every year) cannot graduate without undergoing the training on ICT integration into teaching and learning.

Workshop on ICT-pedagogy Integration

A 5-day workshop for teacher educators of TEIs focusing (one for each of the TEIs of the target

country) on ICT-pedagogy integration • Effective (training) strategies on how to use ICT into different

pedagogy: Pedagogical principles, supporting examples, appropriate tools, etc.

• Hands-on practices of ICT-based unit/lesson design

Achievement: 13 national Workshops on ICT-pedagogy Integration have been organized

ICT-pedagogy Workshop

ICT-pedagogy integration model Suggested training content and methodology TPCK

Overview

Pedagogical principles supported by lesson videos Useful pedagogical techniques Relevant ICTs Lesson design

ICT in expository based learning


ICT in inquiry based learning


Individual resources based

learning Pedagogical principles supported by lesson videos Useful pedagogical techniques Relevant ICTs Lesson design

ICT in cooperative

learning

Gaining confidence by self-achievements

Practicing the “pedagogy-in-use”

Starting from what they can do & what they need to do

Training FRAMEWORK on ICT-pedagogy integration

Expository based learning

Cooperative learning

Inquiry based learning

Individual learning

Pedagogy Content Knowledge Introduction

PBL on pedagogy: Learning theory background; Key concepts;

Key features What ARE & ARE NOT

Practical knowledge General procedure Typical issues & coping strategies

Further quest Key problems or key concepts Resources

ICT-facilitated

General principles and showcases

- Key points showing relative advantage ICT for pedagogy

- Suggestions and principles Scenarios to read and analyze

- Analyze their appropriateness, effectiveness, and efficiency

- Connected to real context

Hands-on Instructional Design

For what? - Content and objectives To whom?

- Student Ana. Match of ICT & pedagogy:

- ICT-amplified existing ones & ICT-empowered emerging ones. Design and provision of ICT

-Select; combine compile; create

Put all together


Objectives: Building capacity in ICT-related course development

Expected results: Existing training courses on ICT updated or new ones developed and authorized Activities: Curriculum-development workshops followed by technical assistances and wrapped up by curriculum authorization

Curriculum Development Workshops

Main Categories of ICT-related Training Courses in TEIs

A. Educational Technology

non-computer computer-based Other media

1. Develop a new course

Decision you need to make (authorization & resources)

Main Curricular AREAS

E. ICT-subject teacher training courses … B. ICT in Subjects

subject tools courseware

design lesson design

C. e-learning Focusing on

design & development of

online environments

D. ICT-pedagogy

integration Focusing on pedagogical design

2. Upgrade the content

3. Promote methodology

Specialization in Educational ICTs

ICT across Subjects

ICT in Subjects – Grade Year 3

ICT Literacy–Grade Year 1

Computer & Information Literacy Word, PowrPoint, Excel…

Instructional Design & Practice on ICT in Teaching

Application of Multimedia in Edu.

Application of Teaching Media Mic

rote

achi

ng

Prac

tical

Tra

inin

g

Instructional Website Design & Programming - Compulsory for Subject of Computer Science Didactical Game Development

Application of ICT across Subjects - Elective for all subjects at any grade years ICT-pedagogy Integration - Elective for all subjects at any grade years

Webquest & Online Learning

Grap

hic

Desi

gn o

f Ed

ucat

iona

l Med

ia

-Ele

ctiv

e fo

r all

Application of Virtual Reality Technique in Education

Elective courses for all subjects at any grade years

Creation of 3-D Animation in Education

Examples of ICT-related Teacher Training Courses: East China Normal University

Emerging

Applying

Infusing

Transforming

Collective school-based professional development Objectives: Training of (master) trainers on ICT-pedagogy integration peer coaching and institutional trainings Activities: 2 Peer Coaching workshops covering >60 master teacher educators Results: Peer coach adopted by TEIs and training localized

Promoting Peer Coaching to Sustain School-based Professional Development

Using Mobile Technologies to Support Teachers Development

Exploring the establishment of eco-system that enable the use of mobile technologies to support the development of competencies among teachers: Mexico, Nigeria, Pakistan, and Senegal.

Teaching & peer

coaching - Schools

Social mobilization - local education

authority or community

Mobile resources &

apps – Teacher

institution

Innovative mobile solutions to local teacher gaps Training programme and continuous support strategy

Effective pedagogy School-based professional development

hi &

Ownership Local partners Governmental scaling-up

ICT in Education Activities Designed by First 3 Countries

Expected Result and Activity Cote d’Ivoire

Ethiopia Namibia

ICT1 – ODL: Open and Distance Learning (ODL) Platform for Teachers

X X

ICT2 – Blended CPD: Blended media to broaden face-to-face supports for teachers’ continuous professional development

X

ICT3 – Online Forum: Online forum to support CPD of in-service teachers

X

ICT4 – ICT Courses: Updating/reforming ICT-related courses of TTIs to develop teachers ICT skills needed by effective pedagogical use of ICT

X

ICT5 – IBT: Equipping classrooms of TTIs with ICT to enhance the quality of teaching for students of TTIs

X

ICT6 – E-Library: Digital libraries for pre-service teachers to practice ICT skills and search online materials

ICT7 –Deans Forum: Deans Forum to facilitate knowledge sharing on training about ICT-pedagogy integration

Objective 1: Improving the capacity of TTIs to improve the quality training programmes so as to increase the supply of qualified teachers particularly through ICT-supported distance training programmes

ICT1 – ODL: Open and Distance Learning (ODL) Platform for Teachers •ICT1.1 – ODL 1: Establishment of Resource Center or ODL Content Production Center •ICT1.2 – ODL 2: Training on setting up and management of ODL platform •ICT1.3 – ODL 3: Training on online training courses development •ICT1.4 – ODL 4: Content development (funding and time) •ICT1.5 – ODL 5: Accreditation for completed users of the ODL platform


Objective 2: Strengthening the capacity of TTIs in supporting teachers continuous professional development via blended learning modalities

ICT2 – Blended CPD: Blended media to broaden face-to-face supports for teachers’ continuous professional development •ICT2.1 – Blended CPD 1: Developing/updating CPD programmes and training modules •ICT2.2 – Blended CPD 2: Training of training staff of TTIs on the use of training modules •ICT2.2 – Blended CPD 3: Broaden the access to CPD programmes through blended media (CD-ROM, mobile devices, online platform), particularly, through the video conferencing system


Objective 2: Strengthening the capacity of TTIs in supporting teachers continuous professional development via blended learning modalities

ICT3 – Online Forum: Online forum to support CPD of in-service teachers •ICT3.1 – Online Forum1: Facilitating the setting up of virtual forum (in the established ODL platform) •ICT3.2 – Online Forum2: Training on setting up and moderation of online forum •ICT3.3 – Online Forum3: Pilot testing the online forum


Objective 3: Enhancing the capacity of TTIs to equip teacher trainers and teachers in using ICT to improve quality of teaching and learning

ICT4 – ICT Courses: Updating/reforming ICT-related courses of TTIs to develop teachers ICT skills needed by effective pedagogical use of ICT •ICT4.1 – ICT Courses 1: Workshop on reviewing and updating existing ICT-related courses of TTIs, and developing new courses •ICT4.2 – ICT Courses 2: Adopting the updated or newly-developed courses and aligning with the overall training programmes •ICT4.3 – ICT Courses 3: Training concerned teaching staff of TTIs on the updated or new ICT-related courses •ICT4.4 – ICT Courses 4: Updating equipment and resources needed to deliver the updated or new ICT-related courses



ICT5 – IBT: Equipping classrooms of TTIs with ICT to enhance the quality of teaching for students of TTIs •ICT5.1 – IBT 1: Equipping classrooms of TTIs with computers/laptops, projectors, and internet connectivity and video/audio broadcasting system •ICT5.2 – IBT 2: Training on digital resources development •ICT5.3 – IBT 3: Training on ICT-pedagogy integration



ICT6 – E-Library: Digital libraries for pre-service teachers to practice ICT skills and search online materials •ICT6.1 – E-Library 1: Equipping libraries of TTIs with computers/laptops, and internet connectivity •ICT6.2 – E-Library 2: Opening the e- libraries to students of TTIs and maintaining the e- libraries


Objective 4: Supporting networks of TTIs for knowledge sharing

ICT7 –Deans Forum: Deans Forum to facilitate knowledge sharing on training about ICT-pedagogy integration •ICT7.1 – Deans Forum 1: National Deans Forum to facilitate knowledge sharing on training about ICT-pedagogy, and share lessons learned from CFIT project to other TTIs.


[email protected] http://twitter.com/#!/UNESCOICTs http://www.facebook.com/UNESCOICTinEducation http://www.unesco.org/new/en/unesco/themes/icts


http://twitter.com/#!/UNESCOICTs

http://www.facebook.com/UNESCOICTinEducation

http://www.unesco.org/new/en/unesco/themes/icts


EDUCATION QUALITY GAP IN SUBSAHARAN AFRICA

Country ProDoc of ETHIOPIA

1. Country Project Team and UNESCO FOs/Institute

1.1 Country Project Team Members & Main Roles 1. Ms Abebech Negash, Director of TELDD 2. Dr, gebeyehu Worrkneh, of Dierctor of ED. ICT center 3. Ms Mekdes Eyoel, Director of Gender and equity 4. Ms Mulumebet Tilahun, Expert of planning and resource

mobilization 5. Mr Yohannes Tesfaye, expert for INSET 6. Mr Asrat Dereb, Dean of Ed faculty at BDU 7. Mr Abera Argo, Dean of HCTE 8. Mr Solomon Andargie, Pannel Head for PRESET


1.2 Project Managers of UNESCO FOs/Institutes 1. Mr. Omar Diop, UNESCO-IICBA 2. Mr Paul Mpayimana, UNESCO-LO 1. Mr. Fengchun Miao, UNESCO-HQs

2. Rationale and Goal

2.1 Main Teacher Challenges to be Addressed

Teacher quality ICT in Education, Continuous Professional Development (CPD)


2.2 Overall Goal The goal of the project is to enhance the

provision of quality Education For All byimproving the supply of quality teachers throughpre-service, in-service and continuousprofessional development (CPD) schemes, byfocusing on institutional capacity developmentthrough provision of capacity developmentsupport to TEIs, teacher educators and teachersin Cluster Resource Centers (CRCs).

Direct beneficiaries of the intervention are:

Teacher educators including Deans of TEIsTrainee teachers in the TEIsSchool teachers covered by the projectCluster Resource Centers

Concerned policy makers for teacher development

2.4 Beneficiaries & Other Stakeholders


3. Main Project Activities

COMPONENT 1 : Strengthening the capacity of teacher educators in supporting teachers’ CPD, with specific focus on building institution-school partnership and facilitating school teachers, including through online social media and video conferencing system

Expected Result 1.1: The training programme on CPD of the two TEIs updated to address practical needs of school teachers

Expected Result 1.2: The CPD programmes enhanced and broadened to more teachers through ICT-based solution (e.g., more than 2,000 additional teachers per year per TEI)


COMPONENT 2 : Reviewing and updating of the training courses on ICT/educational media being provided by TEIs, in cooperation with Federal Ministry

Expected Result 2.1: ICT training courses at TEIs reviewed

Expected Result 2.2: The teaching and learning environment updated according to the needs of new courses


COMPONENT 3 : Building capacity in improving the English and mother tongue language competency of both pre- and in-service teachers:

Expected Result 3.1: The intervention courses re-designed to meet English and mother tongue language teaching standard of federal Ministry of Education)

Expected Result 3.2: Establishment of an English and mother-tongue Language Lab (Lab))in each TEI

Expected Result 3.3: Pre-& in-service teachers skills in English and mother-tongue as medium of instruction improved


COMPONENT 4 : Creating model ICT-enhanced classroom of TEIs in supporting daily teaching and video broadcasting system and e-libraries

Expected Result 4.1: Model ICT-enhanced classroom created in TEIs

Expected Result 4.2: Model e-libraries created in TEIs


COMPONENT 5 : Building capacity in improving the teaching methodology in Science and Mathematics for in-service teachers, particularly through ICT supported delivery mechanisms

Expected Result 5.1: Training programmes on teaching methodology in science and mathematics updated to promote active learning

Expected Result 5.2: TEIs-school partnership created


COMPONENT 6 : Building capacity of teacher educators in designing and conducting researches with a view of improving the quality of teacher training

Expected Result 6.1: Capacity of all academic staff of the two TEIs in designing and conducting researches improved


COMPONENT 7 : Networking among the TEIs for sharing resources, expertise, research and publications and capacity developmentExpected Result 7.1: Networking among all TEIs reinforced and knowledge management base developed and shared

COMPONENT 8: Monitoring & Evaluation throughout the project

Information/Knowledge sharing exercises at the Ministry level Mid-term review workshop of the project progress Final evaluation report

5. Implementation Strategies

The overall strategic approach will be carried out through:

Participatory decision making Needs based approach, targeting practical problem solving Networking and experience sharing among the TEIs Synergy with other initiative/projects, like SIP, SMASE, GEQIP

5.1 Country-Specific Implementation Strategies Risk factor Description of risk Rating of risk Mitigation measuresGovernance and policies The project objectives are

aligned with the development objectives of the government, more specifically with objectives of the current ESDP IV. In addition transparency and effectiveness are values being promoted in the governance system, a conducive policy environment for the successful implementation of the project

Low Careful watch out of objectives during planning of project activities, observe government policies during implementation phase

Social and Environmental No environmental or adverse social impactswill arise from project activities

Low Colleagues will be consulted if the project objectives or components should change

Physical The two pilot TEIs are in two different regions which might pose problems for close monitoring of progress from the centre

Medium coordinated monitoring of progress by the national team, UNESCO LO and IICBA with frequent travel to the project sites.

5.2 Risk Analysis and Mitigation


Commitment to improving the quality of Education AffordabilitySustainable capacity development( focus on institutional capacity development)Developing a positive culturescaling up to other TEIs

5.3 Strategies for Sustainability

5. Implementation Strategies 5. Lessons learnt

5.1 Lessons learnt during Needs Assessment • Much work has been loaded on the national

focal point( establishment of national team, management of administrative issues, writing up of need assessment reports)

• Absence of budget to support these activities

5. Lessons learnt

5.2 Lessons learnt during ProDoc production • Much of the responsibility also rested on the

national focal point • This time there was close assistance from IICBA

as well as from UNESCO HQ

5. Lessons learnt

5.3 Lessons learnt in internal coordination (with the Government and the TTIs) • Additional task to coordinate in country

workshops to bring about the participation of one of the pilot TEI.

• Strong individual support from the state minister • Support and readiness of the two pilot TEIs to

implement the project

6. Project Management and Implementation: Division of Responsibilities among Agencies

UNESCO Headquarters – provide funding for the activities, and technical guidance/feedback and oversight in the design of activities. It is also expected to provide an M&E framework for the implementation phase. Other supports as needed. UNESCO IICBA – provides technical and administrative support to the national team through it’s Programme Specialists and admin section. UNESCO LO – the Office will participate in the scoping, design and undertaking of the capacity development exercises, and will contribute by bringing the perspective and dimensions of the Education Donor Group to the project.MOE(National team) – Provides overall coordination during needs assessment and implementation processes THE PIOLOT TEIs– Actively involved at the implementation level

7. Monitoring and Evaluation, and Collection of Best Practices

Conduct, on a monthly basis, regular performance reviews using the validated action plan.Plan quality assurance assessment through field missions.Measure execution rates monthly

IICBA and the National focal point will be proactive and anticipate any issues or challenges and propose remedial actions or revision

7. Monitoring and Evaluation, and Collection of Best Practices

The beneficiaries and other stakeholders will be involved in the monitoring exercises through:

Regular feed-back from the various stakeholders and the two TEIs, electronically as well as through feedback meetings Information/Knowledge sharing exercises at the Ministry level Final evaluation report, addressing achievements and challenges as well as final results of the processes

8. Communication and Country-level Advocacy

Existing networks, reporting frameworks, and national, regional and international platforms and fora will be used for effective dissemination of information, experience sharing, and compilation of lessons learnt and good practices.By the same token, the lessons learnt throughout this process will feed into the next-phase five potential countries in Sub-Saharan Africa, which will follow a similar methodology and process under the UNESCO-Chinese Funds-In-Trust project. The dissemination will be through various web-based media as well as printed copies. All efforts will be made to acknowledge the financial contribution from by the Government of China on foreseen all occasions associated with the project both at HQ and fField levels.

Thank you …

Country Project Focal Point Name: Solomon Andargie Title: -Team Leader, Pre-Service Teacher Training, MOE E-Mail: [email protected] Telephone: +251-1-11564049

Mobile: +251 911303146




Country ProDoc and Lessons Learnt NAMIBIA

Capacity development for Quality in pre and lower primary teacher Education in Namibia

10 October 2013, Time limit: 15 minutes


1.1 National Coordination Committee Team Members & Main Roles Ms. Sandra Van Zyl, Director, Higher Education, MoE - Chair

Dr Charmaine Villet, Dean, Faculty of Education, UNAM

Dr John Nyambe, Director, Continuous Professional Development Center, UNAM

Ms Adelheid Awases, Director of Planning, MoE

Ms Edda Bohn, Director PQA, MoE

Mr Raymond Simanga, Curriculum developer, NIED

• Dr Perien Boer, Coordinator ICT/FoE

Ms Juanita Moller, HOD, PP\LP

Dr Marius Kudumo, SG, National Commission for UNESCO

Ms Cecilia Barbieri, Education Programme Specialist, UNESCO Windhoek Cluster Office

Representative of Embassy of the Popular Republic of China, Observer

1.2 Project Managers of UNESCO FOs/Institutes

Mrs Cecilia Barbieri, Education Programme Specialist, UNESCO Windhoek Cluster Office


2.1 Main Teacher Challenges to be Addressed 1. Many learners in primary education not achieving desired levels of literacy and

numeracy. 2. Despite significant strides in training most teachers, most poorly trained

teachers are still teaching lower grades of primary education.3. Insufficient number trained and some LP teachers deployed at higher levels.

4. Namibia has good telecommunications infrastructure and some expertise in use of ICTs for education. Opportunity not yet been extensively used for teacher education and training.

5. Urgent need to increase number and skills of teachers engaged in pre-school and lower primary education, using both pre-service and in-service education and training. ICTs can be used to make this process effective and economical.


Lack of teachers’ demand and supply model

Inadequate system for recruitment and deployment of teachers

Inadequate support to practicing teachers in PP/LP;

Poor image of the profession in pre - and lower primary and conditions of service

2. Rationale and Goal contd.

2.2 Overall Goal Contribute to improving the quality of pre- and lower primary education. 2.3 Specific Objectives 1. Strengthen the capacity of Pre and Lower Primary teacher educators, key

personnel of the Ministry of Education and students of the Department of Early Childhood and Lower Primary Education in:

action research and applied studies in literacy and numeracy acquisition.development of learning materials to be used in the acquisition of literacyand numeracy skills in Namibian languages;integration of ICTs in the development of instructional materials.

2. Strengthen the capacity of the MoE and UNAM to develop advocacymaterials.

3. Improve systems of MoE to manage the demand and supply, recruitmentand deployment of teachers.

4. Establish a virtual forum of Namibian lower primary teachers and lecturers.


2.4 Beneficiaries & Other Stakeholders Direct beneficiaries:

At least 40 teacher educators and 20 key personnel in the MoEinvolved in early childhood and lower primary education200 Pre and lower primary B Ed students200 In service teachers of the MoE and 26 school principalsinvolved with UNAM in this projectAt least 400 serving lower primary teachers and other professionalswho will take part in the virtual forum on lower primary education

Secondary beneficiaries:

about 8,000 learners, at least 52 school board members.Other stakeholders include: the National Institute for Educational Development, the Regional Advisory Teachers, and the Namibian College of Open Learning


2.5 Expected Results

1. Acquired capacity in action research and applied study to analyzeteaching practices in acquisition of literacy and numeracy.

2. Developed capacity in designing and producing teaching andlearning materials (in 7 Namibian languages), for literacy andnumeracy acquisition (traditional and e-learning).Participants have acquired a range of basic and intermediate ICTskills to develop and produce such materials.


2.5 Expected Results contd. 3. Built capacity to develop advocacy materials to create

awareness and increase enrollment in the B. Ed (earlychildhood and lower primary) course.

4. A sustainable virtual forum of Namibian lower primary teachers

and lecturers has been established by the end of 2014.

5. Improved systems to manage the demand and supply,recruitment and deployment of teachers.

6. Project professionally documented and archived. Regularmonitoring and evaluation.


Component 1: Capacity Development of UNAM teacher educators and key MoE personnel – ER 1 1. Recruit technical expertise to train on and facilitate research

concept of case studies. 2. Train all participating lecturers and other key personnel. 3. Provide backstopping and continuous technical support to

research teams. 4. Produce summative analysis of case studies and develop priority

list of issues for intervention and inclusion in materials. 5. National and regional dissemination workshops to validate

proposed interventions


Component 1: Capacity Development of UNAM teacher educators and key MoE personnel – ER 2 1. Training workshops to develop and produce learning resources in

7 Namibian languages and at appropriate levels, using a variety of ICTs and media.

2. Produce, update and maintain learning resources for areas identified through action research.

3. Avail, update and maintain resources on line. 4. Provide teachers in selected schools with relevant IT equipment,

connectivity and training on use of online materials. 5. Acquire collections of resources for literacy and numeracy

acquisition in English and Namibian languages.


Component 1: Capacity Development of UNAM teacher educators and key MoE personnel – ER 3

1. Train relevant officials (MoE, NIED) and teachers’ educators to develop advocacy materials.


Component 2: Virtual Forum of Practitioners in Early Childhood and Lower Primary Education – ER 4 1. Train key facilitators at NIED, UNAM, PQA and NAMCOL to

manage and stimulate frequent, useful participation and exchange

2. Put in place facilities and instruments for functioning of the forum 3. Pilot test Virtual Forum 4. Analyze activities and improve quality of exchanges and learning


Component 3: Improved Systems of Teacher Management - ER 5

1. Establish and train technical team to develop and test demand and supply model.

2. Train relevant users/officials to utilize model to inform the policy

and planning.


Component 4: Management, Monitoring, Evaluation and Learning – ER 6

1. Recruit a National Project Coordinator

2. The National Coordinating Committee meets at least three times each year

3. Annual review meetings take place to discuss progress of project

5. Lessons learnt

5.1 Lessons learnt during Needs Assessment - Beneficial having a consultant doping needs assessment, well versed with the

education system, aware of needs and challenges of all stakeholders - Objectivity of an outsider, with adequate time 5.2 Lessons learnt during ProDoc production - Initial design had a broader focus, following feed back received and further

discussions with other CFIT project’s countries and UNESCO HQs, scope was substantially reduced to focus on most pressing needs with biggest impact.

- Needs of stakeholders not necessarily covered by the scope of the project. It is difficult to accommodate everyone’s need while ensuring well managed and focused scope based on evidence of needs’ assessment.

5. Lessons learnt

5.3 Lessons learnt in internal coordination (with the Government and UNAM/FoE)

Limited period of project implementation does not allow addressing all key issues raised by needs assessment.

The given time frame, some important activities e.g. evaluation of impact of interventions, cannot be accommodated, should be included in the M&E framework of the relevant national Institutions.

It is difficult to fit scope of overall design of project to many of needs that exist or priority areas already identified.

Lesson learnt

University Faculty of Education and Government developed better understanding of each others activities and needs in TE so that a more comprehensive and holistic solution can be found.

Gvt and FoE started to work more closely together to develop a common understanding of national needs, this will facilitate a more coordinated response.

The close relation established with FoE could result in more demand driven TE programmes.

Predictability of funding: need to keep momentum.

Ownership:

• Flexible leadership and guidance inspired more independent work of Namibian team.

• Stakeholders represented on National Coordinating Committee.


6.1 Country-Specific Implementation Strategies South South Cooperation

National team receiving broader exposure, created common understanding of cross national needs.

Participatory and consultative approach could continue with staff and student exchanges in the areas of teaching and teacher education.

Inclusion of all stakeholders could improve quality of teaching, i.e. teachers part of process and taking ownership of interventions, could benefit learners more directly.

Equal opportunities for capacity development, i.e. rural and urban staff.

Implementation Strategies6.2 Risk Analysis and Mitigation -Reluctant participation of teacher educators and teachers due to time constraints and heavy workloads. Steps taken to consult; positive response. Planned activities within the job descriptions. Recognition for participation.

- Timing of project. Flexibility to adjust timelines.

-Systems concerning teacher management not currently as clear and effective as they could be. MoE expressed intention to attend to teacher policy and systems.

- Schools might be unwilling to participate in activities such as case studies, or might not have e-readiness. With directive from the PS. Project budget provision for limited number of teachers participating with tablets, internet dongles, airtime and training, will motivate and ensure adequate communication.

Implementation Strategies

6.2 Risk Analysis and Mitigation

PP/LP teachers poor levels of English. To be taken into account and make use of peer teaching . Also in making use of electronic equipment. Risk: medium.

The E-readiness may impact the willingness to participate fully in the project. Risk: Medium

It is assumed that Namibian market is able to provide ICT services that will be outsourced. It is companies could obtain what is needed from South Africa or elsewhere. Risk: low

Implementation Strategies6.3 Strategies for Sustainability

New capacities to be acquired by UNAM staff as part of the project are also part of their current tasks. Such abilities will at least continue, and probably be built upon during the careers of the teacher educators. Institutional capacity of Faculty of Education will be enhanced in research and in use of ICT Successive groups of B.Ed. students in pre- and lower primary education will benefit from improved quality in their professional education and training. Instructional materials developed through the project will be available online, and hosted on sites owned by institutions. The project is being implemented by the Ministry of Education and the University of Namibia, hence both take full ownership. Projects feeds into Strategic plan of Faculty of Education and MoE. It will also feed into the research agenda of NIED.

7. Project Management and Implementation: Division of Responsibilities among Agencies

A project coordinator will be appointed National Coordinating Committee will oversee project management, implementation, and monitoring, liaise with UNESCO HQs (TEP), monitor budget implementation, approve progress reports, meet regularly to strategize and ensure project is on track, alert focal point of bottlenecks and problems in implementation;UNAM: Dean of the Faculty of Education will ensure that Faculty staffmembers are on board and actively participating in relevant activities; willfacilitate relevant activities in campuses; serve on NCC and support projectcoordinator; liaise with MoE; make available facilities and support services atUNAM for implementation of project.MoE: Director of Higher Education is chair of National CoordinatingCommittee; will regularly liaise with UNAM and UNESCO and projectcoordinator. MoE acts as Focal Point through DPS; it will facilitateidentification of selected schools and ensure their full participation; hosts theVirtual Forum through the platform at NIED.UNESCO: accountability of budgeting; report on financial management;technical and infrastructural support to the coordinator; identification ofexternal technical expertise; overall technical and administrativebackstopping, M&E

8. Monitoring and Evaluation, & Collection of Best Practices

M&E possible only for the process and ER, given the time frame. Impact can only be measured after the end of the project. Process will be documented carefully and some results may be identified during implementation. E.g. some intangible results – such as better consultation and collaboration among the TTIs and MoE Annual review meetings for all stakeholders to discuss progress. NCC acts as steering committee. Meets at least 3 times a year for M&E purposes and whenever necessary; Process of the project will be the subject of a publication. Information about project will be available through the virtual forum to be created, and through more formal processes such as annual review meetings open to all stakeholders.

9. Communication and Country-level Advocacy

Project progress discussed with Regional Directors of Education through attendance to the regular Ministerial Policy Coordinating Committee meetings (held three times a year); Information on the project and its progress disseminated through the Ministerial newsletter and Press releases through the national media; Project to be nationally launched; The regular Faculty of Education Board meetings at UNAM used for sharing updates and collect feedback and views from experts and practitioners. The Dean’s committee meetings to provide feedback. The UNAM publication (UNAM forum) on line and bi weekly newspapers publish relevant information and raise awareness on the importance of teaching and of the teaching profession; Instructional materials available on line, including on the UNAM portal; Research findings to be published and made available in hard copy and on line (including on the portal and the virtual forum).

Thank you …

Country Project Team Focal Point

Name: Sandra Van Zyl Title: Director, Higher Education, MoE E-Mail: [email protected] Telephone: +264 61 2933522

Time for Q & A




Synthesis report: Findings from the needs assessment phase

(M Watanabe and NN Thaung) 10 October 2013 (pm session)

Objectives of the synthesis report:

To synthesize the findings for the country needs assessment

To document experiences drawn from the process

Scope and limitation:

A wide range of policy domains and issues addressed and assessed

Focused on teacher subsector => CFIT project focus

Practical information:

Available on the CFIT Website and the French version will be soon available. https://en.unesco.org/enhancing-teacher-education-bridging-education-quality-gap-africa https://fr.unesco.org/renforcement-formation-enseignants-combler-d%C3%A9ficit-qualit%C3%A9-l%E2%80%99%C3%A9ducation-afrique

Methodology:

Analysis based upon: desk review, discussions, and field work

Socio-economic data compared among 3 countries Issues and challenges in teacher subsector analyzed In-country needs assessment mission & needs assessment report Project formulation phase Expert review mission

Organization and management aspect

Consultation meetings at HQ, missions

Findings 1:

A diverse range of demographic, socio-economics settings: Population: 87 million in Ethiopia; 21 million in Côte d’Ivoire, 2.4 million

in Namibia, but approximately 16 % of the entire populations are primary school going age. Among them 15% (Ethiopia and Namibia) and 40% (Côte d’Ivoire) are not in school.

A notable number of out-of school children and a continuously growing population signify a high demand of additional teachers in the three countries concerned.

Namibia has the most reasonable pupil-teacher (P/T) ratio (30:1) at the primary level, while Côte d'Ivoire (49:1) and Ethiopia (55:1) have relatively high P/T ratios.

While their GDP per capita differs: Namibia (5,383), Côte d’Ivoire (1,135) and Ethiopia (357), three countries devote approximately 1/4 of their government expenditures to education. Around 80% covers teacher salary.

Educational achievements: Findings 2:

Priorities and issues in teacher sub-sector Teacher policies and planning, Teacher education,

Teacher management Resulting from the comparative analysis

=> cross cutting issues: effective governance, managing, financial resources, data capacities (EMIS), managing education sector dialogues

Policy recommendations (p.9-10 of the synthesis report)

https://en.unesco.org/enhancing-teacher-education-bridging-education-quality-gap-africa%ED%AF%80%ED%B1%BA



https://fr.unesco.org/renforcement-formation-enseignants-combler-d%C3%A9ficit-qualit%C3%A9-l%E2%80%99%C3%A9ducation-afrique



Findings 3:

Organization and management aspects Key factors that determine effectiveness of this phase:

Harmonized approach in all three countries Coordination with the national education authorities:

setting up a national team National capacities Thorough consultation with participatory approach:

national ownership Determining clear roles and responsibilities

Establishing an appropriate modality

Determining clear roles and responsibilities:

ENTITIES PROFILES AND COMPOSITIONS OF THE TEAMS

DUTIES AND RESPONSIBILITIES OF THE NEEDS ASSESSMENT PHASE

Ethiopia

National Team: Established within the Federal Ministry of Education and endorsed by the Education Minister. Membership (8): -3 Senior staff from the Teachers and Education Leaders Development Directorate (MOE). -1 Staff from the Planning and Resource Mobilization Directorate (MOE). -1 Director from the Gender and Equity Directorate (MOE). -1 Director from the Educational ICT Centre (MOE). -2 Deans from the Teacher Training Institutes (TTIs) in Bahir Dar & Hawassa.

-Prepare various documentations for the needs assessment phase. -In close consultation with UNESCO, prepare and organise UNESCO’s needs assessment mission. -Compile information for a needs assessment report. -Draft a needs assessment report, in consultation with various stakeholders. -Finalise a needs assessment report, in consultation with UNESCO. -Draft a project document. -Finalise a project document, in consultation with UNESCO.

Conclusion:

Have we reached our objectives?

Guiding principles established based on demonstrated national ownership and participatory approach Team work and team spirit: national

team, FOs and HQ Relevance Effectiveness Collective decisions

A way forward:

Some revisions in the needs assessment methodology: Expert review: mobilized from the needs

assessment phase

Need to ensure: A smooth relay to an implementation

phase

Le projet UNESCO-Fonds en dépôt de la République Populaire de (CFIT) Chine : “Améliorer la formation des

enseignants pour combler le fossé sur la qualité de l’enseignement en Afrique”

Présentation de l'information Pays (CONGO)

10 octobre 2013, Durée: 25 minutes

Informations générales Informations générales

1990 1995 2000 2005

Population globale

(millions) 2,193 2,519 2,892 3,321

Population rurale

(%) 46 44 42 40

Population scolarisable (milliers)

6-11 ans 375 430 494 567

12-15 ans 212 244 280 332

16-18 ans 142 163 187 215 Source : Centre National de la Statistique et des Etudes Economiques (CNSEE).

Informations générales

Nombre d'écoles (6) 3 écoles normales des instituteurs (ENI) pour la formation des enseignants du primaire: Brazzaville, Dolisie et Owando; (formation des enseignants du préscolaire et arts ménagers à Brazzaville) ; 1 Institut National de la Jeunesse et des Sports (INJS) pour la formation des éducateurs de la jeunesse et des sports ; 2 Instituts pour la formation des enseignants du secondaire à l’Université Marien Ngouabi.

Ecole Normale Supérieure (ENS) Institut Supérieur d’Education Physique et Sportive (ISEPS).

Nombre d’élèves dans les écoles de formation de formateurs

Nombre d'élèves dans les ENI Niveau Total Hommes Femmes

1ère année 761 168 573

2ème année 582 120 463

Total 1324 288 1036


- ENI Brazzaville

- 20 classes soit une moyenne de 38 élèves par classe; - 365 diplômés en 2013 (97 % )

Niveau Total Hommes Femmes

1ère année 395 61 334

2ème année 377 70 307

Total 772 131 641


ENI Dolisie

- 13 classes soit une moyenne de 27 élèves par classe; - 141 diplômés en 2013 (100%)


1ère année 217 73 144

2ème année 141 36 105

Total 358 109 249


- ENI Owando:

- 6 classes soit une moyenne de 31 élèves par classe; - 64 diplômés en 2013 (98,5 %)


1ère année 129 34 95

2ème année 65 14 51

Total 194 48 146

DIPLOMES DES ENI

Année

ENI

2009 2010 2011 2012 2013

Owando 38/47 63/63

36/37 51/59 64/65

Dolisie 135/135 123/123 52/80 120/121 141/141

Brazzaville 159/161 132/133 106/131 185/233 365/377

Total 332/343 318/319 194/248 356/413 570/583

Enseignants ENI

ENI Total hommes femmes

Brazzaville 52 37 15

Dolisie 20 17 3

Owando 09 ND ND

Total 81 - -

Vacataires

Brazzaville 23

Dolisie 21

Owando 08

Qualification des Enseignants ENI

- Professeurs certifiés de lycée (Bac+5, ingénieur dedéveloppement rural);

- math, français, agriculture, sciences de l’éducation,histoire-géo.

- Professeurs techniciens adjoints (DEMA);- éducation artistique

- Professeurs techniciens adjoints de lycée (BTS etCAPET)

- économie sociale, familiale et informatique- Vacataires

- sciences de l’éducation.


ENS (données 2012-2013)

50% recrutés en master 90% terminent la formation


595 425 170

355 245 110

326 248 78

Total cycle 1 1276 918 358

192/40(I) 158/32 34/8

332/27(I) 263/19 69/8

Total cycle 2 591 472 119

Nombre d’élèves dans les écoles de formation de formateurs (ENS)

Options Total Hommes Femmes

Philo/Histoire-Géo 474 319 155

Anglais/Français 563 323 240

Phys-Chimie/Math 466 410 56

SVT 214 143 71

Sciences de l’ Education 197 121 76

Total 1914 1316 598

Nombre d’enseignants (ENS)

Options Enseignants Grade Hommes Femmes

Philo 5 4 MA+1A 5 0

HistoireGéo

23

2 MA3 MA

5 0

AnglaisFrançais

36

1P+1MA+1A4MA+2A

8 1

PhysiqueChimie

49

1MC+3MA6MC+2MA+1A

13 2

Mathématiques 6 1MC+2MA+3A 6 0

SVT 11 8 MA+3A 6 5

Sciences de l’Education

6 6 MA 5 1

Total 55+80 vacataires

1P+8MC+35MA+11A

46 9

Principaux questions et défis dans la fourniture d'une éducation de qualité liés aux enseignants

Absence des standards Faiblesse de la capacité d’accueil Insuffisance et vétusté des locaux (salles de cours et de TP, Amphithéâtres, laboratoires de recherche, bureaux, Résidences et restaurants universitaires) Absence de structures de formation des enseignants du Technique Insuffisance des moyens humains, matériels et financiers Ratio Enseignant/Etudiants : très faible), Taux d’échec et d’abandon très élevés, surtout dans les premières années Absence de laboratoire de langues

Les stratégies nationales en matière de formation

Basées sur le programme du gouvernement du Président de la République : « Projet d’avenir »Plan national de développement 2012-2016Former en vue de Diversification de l’économieIndustrialisation2013:année de l’enseignement de base2014 : année de l’éducation


gratuité des frais de scolarité au primaire et au secondaire ; gratuité des manuels scolaires ; recrutement d’un nombre important d’enseignants ; construction des infrastructures adéquates ; mise en œuvre des nouveaux dispositifs de formation en partenariat avec le secteur productif et en rapport avec le schéma national d’aménagement du territoire ; mise en place dans les établissements scolaires des centres multimédias ; mise en œuvre d’une politique de renforcement des capacités en vue d’améliorer l’efficacité interne et externe du système ;


Révision et développement des programmes de formation selon l’approche par compétences pour arrimer l’offre de formation aux besoins du marché du travail ; dotation des établissements en manuels scolaires en adéquation avec les programmes de formation en vigueur ; amélioration des plateaux techniques dans l’ensemble des établissements scolaires en vue d’assurer une formation réellement professionnelle ; mise en œuvre de la refondation du sous-secteur enseignement technique, professionnel, de la formation qualifiante et de l’emploi ; opérationnalisation du document stratégique de politique générale en matière de redressement et de développement de l’enseignement technique ;

Questions et défis spécifiques sont confrontés les enseignants Formation / Education Institutions (TTI) en fournissant aux enseignants de qualité suffisantes pour atteindre les objectifs spécifiques de l'EPT

l’élaboration de politiques appropriées relatives aux enseignants notamment:

l’amélioration du statut et des conditions de travail des enseignants, pour les maintenir longtemps au poste; l’amélioration des structures de gestion et d’administration des enseignants, l’amélioration de la formation et du perfectionnement professionnel des enseignants. l’élaboration de politiques visant à traiter sous tous leurs aspects les questions relatives à la profession enseignante.

Organisation du secteur de l’éducation

ENIENS ISEPS INJS

L'intervention du gouvernement et des partenaires à l'égard des difficultés rencontrées par les TTI

Politiques nouvellement lancé des enseignants gouvernementales / nationales et les initiatives Affectation de Primes diverses à l’endroit du personnel enseignant Statut du personnel enseignant en cours Amélioration du point d’indice salarial progressivement sur quatre ans Aménagement et construction de salles de classe pour diminuer les effectifs des apprenants Amélioration des conditions de travail dans les écoles Distribution gratuite de manuels scolaires au primaire Aménagement des bibliothèques dans des écoles du secondaire Construction de salles multimédias pour les cours de TIC


Principales initiatives ou des projets financés par d'autres donateurs et organisations

TTISSA I (réhabilitation et équipement des laboratoires à l’ENS)TTISSA II (coopération entre ENS et Unesco équipements, réhabilitation et formation TICE)Question enseignante (diagnostic et politique de formation des enseignantsProjet VIH/SIDA CEMACStratégie sectorielle (en cours de finalisation)Formation de 3000 enseignants (MEPSA,METPQE)

Temps pour les questions et réponses

Merci pour votre

attention

Le projet UNESCO-Fonds en dépôt de la République Populaire de Chine (CFIT) : “Améliorer la formation des


Présentation de la République Démocratique du Congo

10 octobre 2013, Durée: 25 minutes

Informations générales sur le pays • Superficie : 2.345.409 km² • Capitale : Kinshasa • Population : 70.000 millions • Densité de population : 30 hab/km² • Croissance démographique : 3,1% • Provinces administratives: 11 • Provinces éducationnelles : 30 • Langue officielle: Français • Langues nationales : 4 (lingala, kikongo, swahili et

tshiluba)

Informations générales sur l’éducation

Nombre d'écoles : 60.856 (40.484 du prim.et 20.372 du sec.) 2011/2012

Nombre d'élèves et d'enseignants : Elèves : 15.898.828 (12.004.804 au primaire et 3.894.024 au sec.) Enseignants : 597.415 (343.486 au primaire et 253.929 au sec.)

Nombre d'élèves dans une classe : 39 pour le primaire et 22 pour le secondaire (contre 50/55) • Nombre d’élèves inscrits dans les écoles de formation des

maîtres (2010/2011) : 222.674, dont 157.274 diplômés d’Etat.

Informations générales sur l’éducation

Ministères en charge de l’éducation : 5 Min. de l’EPSP : formation initiale des enseignants du pré-primaire et du primaire Ministère de l’ESU : formation des enseignants du secondaire et des universités Ministère des Affaires sociales en charge de l’AENF : formation des éducateurs et formateurs en alphabétisation Ministère de la Santé : gère les établissements de formation du personnel de santé. Ministère de la Jeunesse : formation et apprentissage professionnel.

Informations générales

Les stratégies nationales en matière de formation / formation des enseignants

Formation initiale des maîtres se fait au secondaire dans les sections pédagogiques Formation initiale des enseignants du secondaire se fait au supérieur (ISP/ISPT-FPSE- Agrégation) Formation continue organisée par le SERNAFOR Formation initiale des encadreurs (Inspecteurs ) se fait à l’IFCEPS/Kisangani et dans les CRE (3/11).

Principaux questions et défis dans la fourniture d'une éducation de qualité liés aux enseignants

Deux questions majeures dans la formation initiale des enseignants : 1 Qualité

Formation plus académique que pédagogique: Formation plus théorique que pratique. Formation non professionnalisante, car mise en situation des

apprenants sous estimée. 2 Modalités de mise en oeuvre Formation des maîtres faite dans les établissements secondaires

d’enseignement général et non dans les écoles de formation desmaîtres.Double supervision pédagogique : Min EPSP et Réseaux de gestionFaible qualité des formateursInsuffisance de CRE permettant d’accéder à la documentation et aux

réseaux des enseignants

Questions et défis spécifiques sont confrontés les enseignants Formation / Education Institutions (TTI) en fournissant aux enseignants de qualité

suffisantes pour atteindre les objectifs spécifiques de l'EPT

Principaux défis: Défi lié à la professionnalisation de la formation Défi lié à la rationalisation des établissements de

formation des maîtres du primaire Défi lié à la gestion administrative du personnel

enseignant : SECOPE et le paiement des enseignants , mise à la retraite des “vieux” enseignants,

Défi de la rationalisation de la supervision pédagogique Défi lié au transfert de la formation initiale vers des

instituts de niveau post-secondaire Défi de l’attractivité du métier: logement, conditions

salariales, plan de carrière, etc.


Politiques gouvernementales / nationales et initiatives nouvellement lancées sur la question enseignante.

Politique nationale de formation continue des enseignants du primaire, GT/FCE financé par AFD et USAID, 2013

Plan national de formation continue des enseignants, AFD et USAID, 2013

Définition d‘une stratégie de formation initiale des enseignants du secondaire, UNESCO, octobre 2012.

Document de politique de la revalorisation de la fonction enseignante en RDC (UNESCO), novembre 2012


Principales initiatives ou des projets financés par d'autres donateurs et organisations

Etat des lieux sur la revalorisation de la fonction enseignante ; UNESCO sur Fonds espagnols

Projets PAQUED (2009-2014) et OPEQ (2010-2015) financé par USAID sur la formation continue des enseignants de 3.000 écoles en français et en maths.

Formation à distance des enseignants (IFADEM)PROSEB, sur financement PMEFOAD des enseignants sur le VIH/Sida, par UNESCO (2010-2011)

Temps pour les questions et réponses



Countr Information Presentation (LIBERIA)

Ministry of Education Hon. Moses B. Jackson MsED EDM

MacDaniel A. Powell

10 October 2013, Time limit: 25 minutes

MAP OF LIBERIA Ministry of Education

Education DataEnrolment 2005/2006 2007/2008 2008/2009 2010/2011

Preprimary 358,210 491,564 549,836 611,807

Primary 488,438 539,887 605,236 674,534

Junior high 98,448 102,642 117,507 138,029

Senior high 33,776 55,600 65,367 82,049

Sub-total 978,872 1,189,693 1,337,946 1,506,419

A L P 47,668 75,820 68,613 35,979

Grand Total 1,026,540 1,265,513 1,406,559 1,542,398

Teacher 2005/2006 2007/2008 2008/2009 2010/2011

Preprimary 9,260 11,778 11,560 13,092

Primary 17,460 22,237 22,120 25,137

Junior high 6,298 8,228 8,574 9,919

Senior high 2,670 3,652 3,487 4,695

Total 25,605 33,028 34,016 39,867

No. of schools 2005/2006 2007/2008 2008/2009 2010/2011

Preprimary 3,619 3,989 4,287 4,918

Primary 3,679 3,926 4,297 4,934

Junior high 975 1,176 1,318 1,586

Senior high 269 328 388 491

All 3,855 4,318 4,620 5,179

Basic information

There are 5,179 Schools in the Republic of Liberia (MoE Education Census 2010-2011) There are 1,506,419 Students in Liberia (MoE Education Census 2010-2011)

There are 39,867 teachers in Liberia (MoE Education Census 2010-2011) The average class size in Liberia is 45 children per class (MoE Education Census 2010-2011)

National strategies in teacher training/education

Three tuition free residential Rural Teacher Training Institutes (Webbo, Zorzor, Kakata)Teachers are awarded “C” Certificates and qualified to teach primary schools (grades 1 – 6)Pre-Service program is the training of new entrants into the teaching professionIn-Service 1-the training of teachers who are already teachingIn-Service 2 – public school teachers who takes sabbaticals to attend teacher training. Tuition free policy for all candidates perusing undergraduate education degree programs at the State run University of Liberia

Key issues and challenges in the provision of quality education with respect to teachers

• 60% unqualified teachers in schools

• Unattractive salaries, lack of incentives including housing

• Teachers hesitant to take assignments in rural areas and senior secondary schools

• Lack of logistics for adequate monitoring and supervision

• Inadequate funding for roll out of national training programs

• Absence of B certificates (subject areas) for junior secondary level

• Absence of a national comprehensive teacher training framework

Specific issues and challenges faced by Teacher Training/ Education Institutions (TTIs) in providing sufficient quality teachers to reach the EFA goals• Gender disparity (87% males)

• Lack of adequate resources (Financial and Logistical)

• Unprepared trainees (grammar and math skills need updating)

• The duration for the “C” certificate program is short (only nine months)

• Modification of the program in order to have trainees carry out remedial work and internship

• Lack of ICT infrastructure to enhance learning

• Lack of electricity • Need for immediate “C” certificate curriculum revision

Specific issues and challenges faced by Teacher Training/ Education Institutions (TTIs) in providing sufficient quality teachers to reach the EFA goals

KRTTI: Capacity – 300 Residential StudentsStaff- 15 Trainers + 4 Volunteers (2 Nigerian Trainers & 2 Peace corps) = 19 TrainersOther staff = 125 (Administrative, Maintenance, Farm Workers, Security Guards, Nurses, Kitchen Staff, Drivers, Mechanics, Electricians, Janitors)Program delivered: ‘C’ CertificateIntake: 2011 = 212 2012 = 271 2013 = 251Minimum teacher standards and qualifications: Bachelor degree in EducationQualification to become teacher trainer: Minimum is a Bachelor degree in Education

KRTTI Kakata Rural Teachers Training Institute

Source: KRTTI data

Government and partners’ intervention towards the challenges faced by the TTIs

Government and partners’ intervention towards the challenges faced by the TTIsNewly launched governmental/national teacher policies and initiatives

Major initiatives or projects funded by other organizations and donors

Refresher workshops for Liberian teachers……………… Plan International Liberia and MoE

Liberia Teacher Training Program …………………………………………… USAID/MoE

Reading & Literacy program………………………………………….…………USAID/MoE

Teacher Training (pending)………………………………………………………UNESCO (CFIT)Earmarked Funding for “B” Certificate curriculum..…………………………EU

Source: MoE Department of Planning

THANK YOUContact

Hon. Moses B. JacksonEmail: [email protected]

Tel: +231886681315MacDaniel A. Powell

[email protected]+231886588971





The Government of the United Republic of Tanzania Presentation

10th October, 2013

Basic Information

The Government is currently implementing Primary Education Development Plan (PEDP) and Secondary Education Development Plan (SEDP) PEDP phase I (2002-2006), phase II (2007-2011) Phase III is under review. SEDP phase I (2004-2009) and phase II (2010-2014) Primary schools increased from 12,152 (2002) to 16,331 (2012) while secondary schools increased form 1,291 (2002) to 4,528 (2012). Schools include Government and Non-Government schools in 23 regions in Tanzania mainland Pupils increased from 5,981,338 to 8, 247, 172 (Std I-VII) and Students in secondary schools increased from 328,318 to

1, 884,272 (F I-VI).

Basic information Cont…174,834 Primary Schools qualified teachers (i.e. teachers with certificate level and above) For Govt and Non-Govt schools. 65,086 Secondary school qualified teachers (i.e. teachers with Diploma and above). Pupils teacher Ratio 1:40 standard. It varies from one region to another. E.g. some regions PTR is 1:71. Other regions have up to 1:33 Student –Teacher ratio 1:40 standard (O-Level). And 1:30/35 (A-Level). Class size: varies from one school to another. E.g. Urban schools can have up to 100 student in a class. Rural schools can have up to 20 students

Source: BEST 2012.

National strategies in teacher training/Education

The Teacher Development and Management Strategy (TDMS, 2008)- Aims at having and sustaining adequate number of competent teachers and tutors to effectively support the pre-primary, primary, secondary and TCs.

Specified 13 strategic objectives each embedded with a number of strategies and targets to guide implementation

In-Service Education and Training Strategy for Primary School Teachers ( INSET- PST, 2009). Aims at ensuring a systematic INSET and professional growth of all primary school teachers.

It specifies five operational objectives to guide the implementation.

Key issues and challenges in the provision of quality education with respect to teachers

With reference to PEDP and SEDP implementation, the key issues and challenges are in the following areas: Low number of graduate teachers (from training institutions) Secondary schools face a big shortage of Science and Mathematics for secondary schools. The current demand of teachers in the mentioned subjects is 26,998 teachers; while the annual graduates is about 2,300. Lack of regular INSET for teachers. Lack of teaching and learning materials/resources e.g. books , chemical and apparatus .

Specific issues and challenges faced by Teacher Training/ Education Institutions (TTIs) in providing sufficient quality teachers to reach the EFA goals

Inexperienced college tutors, as most of them do not have practical experience in teaching in primary/secondary school. Few applicants to join pre service Diploma in education for Science and Mathematics in the training institutions . Tutors lack competence in integrating ICT (TPACK) in teaching and learning.


Newly launched governmental/national teacher policies and initiatives The government developed the Tanzania Beyond Tomorrow (TBT) e-Education Development programme for basic Education (2010). Aims at coordinating ICT initiatives and delivery of Educational services. The Government developed ICT Competence Standards for Teachers in Tanzania (2009) using UNESCO model The Govt installed ICT infrastructure in 34 Govt TTIs (2005)

Major initiatives or projects funded by other organizations and donors The Government in collaboration with the DPs undertakes:

-Capacity development for teachers and tutors through TTISSA -Improving literacy and numeracy skills at lower grades in primary


-Implementation of SEDP phase II -Improving colleges’ infrastructures -In-service English language training for tutors (EQUIPT- ELT) -In-service training for primary school teachers (EQUIP-T) -Evaluation of TDMS

Questions and Answers



Country Information Presentation- Uganda

10 October 2013,

TEACHER EDUCATION AND TRAINING IN UGANDA:

ISSUES AND CHALLENGES

Presented by Mrs Margaret Nsereko

Commissioner Teacher Instructor Education and Training

Republic of Uganda

2

PRESENTATION OUTLINE

»Overview of Uganda & Its Education

System » Issues and Challenges »Strategies and Interventions »Proposed CFIT Intervention

UGANDA OVERVIEW

• Is a landlocked country in East Africa

• Bordered by Kenya, Tanzania, Rwanda, Congo, and Sudan

• Has a population of approximately 34.7 million people

• Half of the population is below 15 years

• Population growth rate is approximately 3.3% per year

• Literacy rate is about 70% • Economy growing at a rate of 6%

per year • VVision 2040: A Transformed

Ugandan Society from a Peasant to a Modern and Prosperous Country within 30 years”.

ECONOMIC CONTEXT

• Uganda has enjoyed relatively strong economic growth (6% per year). However, although education spending increased in real terms, its share of GDP decreased from 4.2% to 3.3 % due to increased population now at 3.3% per year. Share of public education expenditure declined from 18.8% in 2003/04 to 14.6% in 2012/13 .

Education sector faces significant funding gap.

5

Basic information, 2013

Basic Data Primary Secondary Number of schools 22,600 3,149 * Enrolment 8,390,674 1,257,378 Gross Enrolment Rate (GER) 110.9% 26.1% Net Enrolment Rate (NER) 94.5% 24.7% Number of Teachers 186,950 61,100 Pupil Teacher Ratio (PTR) 1:45 1:45 Number of Classrooms 147,352 38,146 Average class size(PCR) 1:57 1:33

BTVET University Number 130 38*

41,641 202,819 54TEACHER/ INSTRUCTOR/TUTOR/ TRAINING/COLLEGES

(54 PUBLIC TEACHER TRAINING COLEGES – 45 PTCS, 5 NTCS, 3 INSTRUCTORS COLLEGES & 1 HEALTH TUTORS COLLEGE)55545

UNIVERSITY 3-5 years

-Agricultural Colleges

-Meteorology College

-Wildlife College

2 years

Health Training

Institutions (nursing,

paramedical)

2-3 years

Uganda Colleges of Commerce

2 years

Primary School Teacher Training (Primary Teachers Colleges) 2 years

A’ Level (Secondary)

2 years

Technical / Vocational Training Institutes

2 years

Health Training Institutions (2-3 years)

O’ Level (Secondary)

4 years

Technical School, Farm School, Community Polytechnic

3 years

Primary School - 7 years

STRUCTURE OF THE UGANDA EDUCATION SYSTEM

Instructors/Tutors Colleges

ACHIEVEMENTS

• Implemented UPE, USE, UPPET, and UPOLET

• Initiated interventions focusing on access, quality, relevance,

efficiency

• Improved access at primary(NER=95% in 2012) and secondary (NER=16% in 2002/03 and 23.7% in 2012/13

• Improved access to BTVET(26,000 in 2002/03 to 42,000 in 2012/13

• Developed a BTVET strategy for skilling Uganda.

8

ISSUES AND CHALLENGES

• Quality of education is lower than expected as revealed by

studies and national assessment (SACMEQ and NAPE) • Teacher shortages at various levels of the education system.

Up to the year 2025, the system requires:

BTVET lower: 160 to 425 new tutors on average per year; BTVET upper: 260 to 420 new tutors on average per year; PTCs: 90 to 145 new tutors on average per year; NTCs: 40 to 135 new lecturers on average per year.

9

ISSUES AND CHALLENGES…CONT’D

• High turnover of teachers/instructors

• Inadequate numbers of qualified science teachers

• Limited upgrading and promotional opportunities

• Slow implementation of scheme of service thus limiting

opportunities for career progression

• Inadequate professional support

10

ISSUES AND CHALLENGES FOR TEACHER TRAINING INSTITUTIONS

• Inadequate capacity of Instructor and Technical teacher institutions to offer quality education: – A high number of Instructors and Teachers lacking or with

inadequate pedagogical skills – Understaffing in most institutions – Inadequate infrastructure; – Insufficient teaching and learning materials

• Low level of subject mastery among teachers and instructors • Inadequate opportunities for Continuous professional

development and lack of institutionalized CPD programs

• Inadequate funding

11

STRATEGIES AND INTERVENTIONS

Strategies by government and partners: • Roll out of Certificate in Teacher Education Proficiency

Course (C-TEP) for ECD teachers, secondary teachers, NTC lectures, and health tutors and instructors;

• Strengthening the Communication Strategic Management to improve support supervision and visitation.

• Establishment of a Teacher Development Management System (TDMS)

• Review of Teacher Education Curricula to harmonize with the Basic Education and Training Curriculum and integration of ICT

• Rehabilitation, construction, and equipping of the institutions

12

STRATEGIES AND INTERVENTIONS…CONT’D

• Review and redesign a comprehensive strategy for

operationalization of scheme of service at all level • Enhance teacher proficiency in both delivery and subject

content

• Establishment of a Teacher Management Information System

• Institutionalization and enhancement of Continuous Professional Development

13

STRATEGIES AND INTERVENTIONS….CONT’D

• Proposed reforms in the BTVET sector to improve its quality through:

Increasing intake capacities to accommodate more instructor trainees in more diversified trade is urgent. Review of curricular to match the BTVET reviews; Expansion of the fields of training including ICT integration; Training of master trainers to spearhead the reforms Rehabilitation and expansion of the colleges; Upgrading of Nakawa VTI and Jinja VTI to National Instructors Colleges, and Strengthening Kyambogo University and DIT as awarding bodies 14

PROPOSED CFIT-UNESCO INTERVENTION

Enhance capacities of Instructor and Technical Teacher Colleges to upgrade Master trainers and Lecturers’ professional competences including integration of ICT in teaching and learning.

15

PROPOSED CFIT-UNESCO INTERVENTION (CONT’D)

• The Government welcome, the CFIT–UNESCO support in order to achieve the following results:

Result 1: Improved pre-service programmes and schemes through use of ICT supported distance learning Result 2: Strengthened continuous in-service professional development of Master Trainers and Lecturers through blended learning modalities and programmes and scaled up ICT supported innovations Result 3: Enhanced capacity of Master Trainers and Lecturers to use ICT to improve quality of teaching and learning Result 4: Master trainers and Lecturers networked with their peers and supported institutionally in their professional development

16

END



Needs Assessment Nyi Nyi THAUNG

9 October 2013

Outline

Purpose Expected results Methodology Work plan Next immediate actions

Purpose

To identify the project activities and prepare a work plan for the project countries (5 countries – Republic of Congo, Democratic Republic of Congo, Liberia, Uganda, and Tanzania).

Guiding principles: • Rapid • Focused • National participation • Full use of existing information

Expected results Relevant country activities which are in line with the project objectives along with a feasible and actionable work plan.

Outputs (for each project country) • Country needs assessment report (on teacher issues

with particular focus on strengthening capacities of national Teacher Training Institutes);

• Country project document which contained agreed work plan, budget and and the corresponding Logical Framework.

Steps

Step 1 - Preparation and planning

Step 2 - Needs Assessment

Step 3 - Development of country project design

Methodology Preparation and planning

Collate and review relevant information and documents to better understand the in-country education development context particularly on teacher issues. Initiate the project by

appoint the project focal person and national team; provide an orientation of the project to them; discuss and carry out preparatory work for need assessment and work planning.

Methodology (Needs Assessment)

The purpose : • to identify and proposed/possible areas for

interventions; • where the project can provide significant added-value to

address the issues related to bridge the quality teacher gap in the country;

• by fully exploiting the existing information and finding from previous works have been done.

A national team will be set up to conduct the assessment; The National Team will prepare a assessment report; UNESCO will provide the technically guidance to the national team; Desk reviews, secondary data collection, group discussions and interviews.

Methodology (Needs Assessment) Methodology (Needs Assessment)

Key issues in achieving EFA

Is there a gap in provision of quality teachers in

achieving EFA?

What are the key issues in bridging the teacher gap?

Are the TTIs facing challenges in supplying

quality teachers?

How to strengthen TTIs?

What are the added-value the project can

provide?

UNESCO STRATEGY ON TEACHERS CFIT – Project Objectives 1. Provide pre-service quality programmes particularly through ICT-

supported distance training programmes; 2. Support in-service teachers’ continuous professional development,

particularly through blended learning modalities; 3. Equip teacher trainers and teachers with the competency of using ICT; 4. Support networks of teacher education/training institutions for

knowledge sharing

Introduction Section I. Analysis of national priorities for social and economic development

I.1 Overall context of the country and national development priorities I.2 Context and the government’s education priorities and strategies I.3 Priorities and strategies of the government and its partners with regard to

teachers

Section II. Teacher requirements: analysis of available staff and estimate of current and future teacher requirements Section III. Teacher workforce management: recruitment, deployment, absenteeism and attrition

III.1 Management of teacher stocks: recruitment, deployment and attrition III.2 Teacher recruitment III.3 Geographical distribution of teachers III.4 Teacher attrition and absenteeism

Suggested structure of Needs Assessment Report

Section IV. Teacher training: overview of teacher-training issues IV.1 Pre-service teacher training

IV.1.1 Pre-service teacher-training capacities IV.1.2 Characteristics of pre-service training IV.1.3 Effectiveness of pre-service teacher-training institutes

IV.2 In-service teacher training IV.2.1 In-service teacher-training system capacities IV.1.2 Characteristics of in-service training IV.2.2 Effectiveness of in-service teacher training

Section V. Teacher management: status, pay and career V.1 Teachers’ professional status V.2 Pay, incentives and benefits

Section VI. Conclusion and recommendations

Suggested structure of Needs Assessment Report

Methodology (Development of work plan and budget)

The national team will prepare a Country Project Document, based on a Needs Assessment Report, with technical support from UNESCO. The Country Project Document will include Work Plan, budget and the corresponding Logical Framework. International experts will be used in the process of formulating the country project documents, along with UNESCO staff and country experts. Programme Specialist from respective FOs organize the meeting with relevant officials to agree and validate the work plan.

Activities Deliverable Responsible bodies

Methodology Time frame

Needs Assessment

Needs Assessment Report National team, with technical support from UNESCO

Focus group discussions, meetings, interviews, desk reviews of various documentations Needs assessment based on the Needs Assessment Template

1st - 3th weekA final timeframe will be determined in consultation with

a national team

Development of country project design

Country project document, incl.:

Implementation PlanLogical Framework

National team A series of national consultations and meetingsTripartite discussions and review by a national team, international experts and UNESCO

4th -10th week

Review meeting at UNESCO HQs

Revised country project documents

UNESCO International experts, UNESCO and donor representative to review and validate a draft project document

11th week

Finalisation of the Country Project Document

Finalized country project documents

National team with endorsement by UNESCO and Donor

Adjustment of the draft following the review meeting and approval by the donor

12th week

Next immediate actions (which we can discuss during the group session) • Identify, agree and set up National team

members; • Collate and review the existing information;

• Inform Local education sector working

group; • Refine the assessment methodology; • Agree on mission dates and schedule for the

assessment.

(In coordination with the national teams, corresponding FOs collect reports, data and share with HQ and IICBA)

1



A brief Concept Note

Needs Assessment (for the next 5 countries) to identify project activities and prepare work plans for CFIT project on “ENHANCING TEACHER EDUCATION FOR BRIDGING THE QUALITY GAP IN SUBSAHARAN AFRICA”

Objectives • To identify needs and areas of interventions; • To design project activities and country work plans in consultation with national stakeholders; • To set up mechanisms of communication, coordination, and cooperation among UNESCO HQs, FOs, national governments and country project

teams in the five project countries namely - Republic of the Congo, Democratic Republic of the Congo, Republic of Liberia, Republic of Uganda, and United Republic of Tanzania.

Key Outputs For each beneficiary country: • A national project team established; • Country needs assessment report on the teacher subsector with particular focus on strengthening capacities of national Teacher Training

Institutes; • Country specific work plan and budget proposal developed to implement the activities; • A functioning mechanism established for coordination, communication and cooperation among UNESCO HQs, FOs, national governments and

country project teams.

2

Implementation Strategy The exercise will be undertaken in the following steps: Step 1 - Preparation and planning: Relevant information and documents will be collated and reviewed to better understand the in-country education development contexts particularly on teacher issues. In each beneficiary country, the national authorities will set up a national project team, which should be composed of the main actors in the field of teacher training and development. UNESCO will also assist them to develop an inclusive and participatory consensus on the project, as well as to ensure its wide dissemination and validation among key stakeholders. Step 2 - Needs assessment: The purpose of the needs assessment is to identify and proposed/possible areas for interventions where the project can provide significant added-value to bridge the gap in teacher education quality in the country by fully exploiting existing information and findings from previous works that have been done. To facilitate the needs assessment, a national team will be set up. A national team will be supported by local resource person(s) and technically guided by the staff from the UNESCO (ED/THE/TEP). Focus group discussions, meetings, interviews, desk reviews are the techniques to use be used to conduct the needs assessment. As a result of the needs assessment, the national team will prepare a report based the proposed Needs Assessment Report template, along with relevant annexes describing salient issues identified and proposed and possible areas for interventions for the project. It is understood that various studies, diagnostics, assessments have already been carried out in the issues related to the project’s interest areas. International experts will be on board during this phase, backed up also by the UNESCO team and country experts. Step 3 - Development of country project design: A national team will prepare a Country Project Design, based on a Needs Assessment Report, with technical support from UNESCO. International experts will be on board during this phase, backed up also by the UNESCO team and country experts. The Country Project Design will define the priorities for the interventions and suggest the most appropriate modalities. The Country Project Design will also include the Implementation Plan and the corresponding Logical Framework. Considerations: Participation of experts in the process of formulating the country project documents, along with UNESCO staff and country experts is intended to provide also a wider context for the particular activities to be carried out in the country and contribute to the development of capacities of key stakeholders in the field of teacher education/training. Programmes for capacity development of teacher education/training institutions should be formulated within the scope of on-going /envisaged country educational reforms. Full country engagement is to be built in from the beginning to ensure national ownership to the entire process of needs assessment and programme development.

3

Operational Plan and Timeframe

Activities Deliverable Responsible bodies

Methodology Time frame

Needs Assessment Needs Assessment Report National team, with technical support from UNESCO

Focus group discussions, meetings, interviews, desk reviews of various documentations Needs assessment based on the Needs Assessment Template

1st - 3th week A final timeframe will be

determined in consultation with a

national team

Development of country project design

Country project document, incl.: • Implementation Plan • Logical Framework

National team A series of national consultations and meetings Tripartite discussions and review by a national team, international experts and UNESCO

4th -10th week

Review meeting at UNESCO HQs

Inputs to the finalization of the country project documents Revised country project documents

UNESCO International experts, UNESCO and donor representative to review and validate a draft project document

11th week

Finalisation of the Country Project Document

Finalized country project documents

National team with endorsement by UNESCO and Donor

Adjustment of the draft following the review meeting and approval by the donor

12th week



RAPID NEEDS ASSESSMENT OF TEACHER TRAINING AND DEVELOPMENT NEEDS TO ENSURE EDUCATION FOR ALL (EFA)

Guide for the preparation of the status report

Section for Teacher Development and Education Policies (THE/TEP) Division for Teacher Development and Higher Education (ED/THE)

UNESCO

Paris, January 2013

WORKING DOCUMENT FOR INTERNAL USE

– 2 –

Foreword

This document proposes the structure for the national status report on teacher training in your country. In view of the time limits for its preparation, the report’s content cannot be exhaustive; it must therefore target key aspects that will subsequently be the subject of a UNESCO-Your country cooperation project, the outlines of which will be defined from the conclusions of the report. Nonetheless, in endeavouring to explore aspects directly linked to teacher training, it will also address matters such as teacher status and salaries, which have an impact on the attractiveness of the profession and therefore, indirectly, on the training.

The national team in charge of preparing of this document must be able to organize itself in order to collect and reliably convey primary and secondary information. The team may, depending on its organization and methodology, hold interviews with key people in education administration and propose consultation meetings and focus groups with the aim of collecting and interpreting first-hand qualitative and quantitative data. However, the bulk of the report will be based on a careful and analytical reading of existing literature (documents concerning analysis, assessment, identification of needs, education policies and numerical educational data – see Educational Management Information System (EMIS) – statistical yearbooks and so forth). This work must quote reliable sources and adopt a dynamic perspective in order to report on developments in key teacher education issues over time.

– 3 –

Introduction – Methodological considerations

Composition of the national team:

Names, titles and duties in the preparation of the report.

Methodology applied:

In this section, it is important for the national team to report on the methods used (quantity and purpose of the focus groups established, list of people interviewed, literature consulted and analysed, statistical yearbooks used and for what purposes, field visits made and so forth).

Acknowledgements

– 4 –

Section I. Analysis of national priorities for social and economic development (6 pages)

I.1 Overall context of the country and national development priorities (1 page)

I.1.1 Social and economic development context (½ page)

Specify the main development challenges of the country in terms of (i) demographics, (ii) economics, (iii) stabilization of peace/political stability, (iv) incidence of poverty in the country, and (vi) issues of disparity based on gender, ethnicity or religion, for example.

Briefly outline the administrative organization of the country and how it is run, which will have repercussions on the organization of capacities and the management of the teachers’ training.

Documents such as the Poverty Reduction Strategy Paper (PRSP), the UNDP Human Development Report (HDR), and analysis of the United Nations country programming process are sources that may be consulted in the preparation of this section.

I.1.2 National development priorities and strategies (½ page)

Briefly consider national policy documents so as to list the countries’ main development plans. In other words, identify the main macro-economic and political thrusts in the national development strategy documents.

Documents to be consulted include: Poverty Reduction Strategy Paper (PRSP), Millennium Development Goals report (MDG report), and the global Medium-Term Expenditure Framework (MTEF).

I.2 Context and the government’s education priorities and strategies (3 pages)

I.2.1 Context and educational challenges (at all levels of education from early childhood care through to higher education) (2 pages)

Briefly describe the structure and organization of the country’s education system – specify whether structural reforms have taken place recently or are planned for the future.

Analyse the challenges linked to access to (demand) and participation in (coverage) education (focus on the implications relating to teaching staff requirements).

Analyse the internal rate of return (completion, repetition and school drop-out rates) of the education system (focus on the implications relating to teaching staff requirements).

Education quality challenges (focus on the issue of teachers and its impact on education quality).

Equity challenges (analyse the main disparities in access and quality).

Challenges linked to the planning, management and funding of the system (Educational Management Information System (EMIS), available planning and management capacities).

Consider the case of private education in your country. What is the percentage of students in the private school system? How is the private system supported by the State? Are the teachers recruited by the State, or even paid by the State?

In this section, the challenges identified must be quantified, as far as possible, on the basis of statistical yearbooks or assessments that have already been conducted, sector analysis and other documents.

– 5 –

Documents to be consulted include: State Report on a National Education System (RESEN), various documents on education needs assessment and education sector and/or sub-sector policies and strategies.

I.2.2 National education priorities and strategies (1 page)

Provide a brief review of education policies introduced over the last ten years.

Summarize the main thrust of the current policy document – the main challenges that the government wishes to address (that is to say, the government’s priorities).

The main reforms envisaged.

I.3 Priorities and strategies of the government and its partners with regard to teachers (2 pages)

I.3.1 National priorities with regard to teachers (1 page)

Establish a more thorough reading of policy documents on teaching (provision of teachers, supply management, deployment and career management, pre-service and in-service teacher training and recycling – for example specific challenges relating to the absorption of community teachers). In each document, identify the development objectives envisaged. Do not forget to quote the official sources from which the national priorities and strategies stem.

An analytical reading will help to identify possible contradictions between policy documents, if several coexist, and propose a prioritization of the issues to be addressed.

This matter should also be addressed from the perspective of funding available for the following five years. How much does the government intend to allocate to teaching? Who are the partners involved?

I.3.2 Status of the past, current and future teacher programmes/projects of international partners (1 page)

List the past programmes (over the previous five years) and their main results, specifying the partners, geographical zones of intervention, main beneficiaries and funding provided.

List the current programmes/projects, their expected results, partners, geographical zones of intervention, direct beneficiaries and funding.

List the future projects that are currently being defined/validated by the national authorities or have already been approved but are awaiting implementation.

– 6 –

Section II. Teacher requirements: analysis of available staff and estimate of current and future teacher requirements

Teacher requirements are determined by a series of factors that must be considered in order to estimate a future trend that would determine new teacher recruitment needs in order to ensure the achievement of education for all. This section is essential to reflect upon training needs; it will allow us to answer the following two questions: (i) how many new teachers need to be trained (and consequently, how the initial training most appropriate for the needs of the teaching force can be organized), and (ii) how many teachers already in service require training in order to improve the quality of education. In other words, this means ascertaining whether the country is ready to meet the quantitative challenge facing it.

II.1 Demographic pressure

What is the growth rate of the population (official data – specify source)

What is the forecast trend in this growth rate? Is the rate high, moderate or low?

II.2 Educational coverage and its evolution

Examine the state of universal basic education – the further away from the goal of universal basic education, the greater the pressure will be on human resources needs (teachers) to catch up and meet the target in a reasonable time frame. In this section, we seek to estimate the potential demand for education:

Analyse the evolution of school intake rates at primary level over a period of five to ten years (net and/or gross) and seek to interpret the trends. For example, what phenomena explain discontinuities in the trend; is the trend clear?

Analyse the evolution of school enrolment rates (net and/or gross) over a period of five to ten years in basic education.

Analyse the evolution of school completion rates. What are the factors/reasons explaining these results – the analysis of the survival rate is an interesting complementary indicator that could be used to identify the grades in which the drop-out rate is potentially higher.

How may the number of children out of school be estimated? What are the main reasons for this phenomenon – school drop-out?

II.3 Managing the flow of students – the case of grade repetition

When students repeat a grade at school, this has a direct impact on teacher requirements and the internal efficiency of the system. A high grade repetition rate puts pressure on educational resources, including teachers, and may be considered wasteful.

What is the evolution (over the last five to ten years) in the repetition rate at each grade in the basic education cycles?

How can this phenomenon be explained? Are there any levels where the grade repetition rate is higher?

What policies are implemented, or remain to be implemented, to reduce the grade repetition rate?

Assess the impact of grade repetition on teacher requirements (see RESEN, or any relevant analytical studies).

– 7 –

II.4 Determining the pupil-teacher ratio

What is the evolution observed in pupil-teacher ratios (number of pupils per teacher) at the various levels of basic education?

What are the country’s official standards?

How is the difference between the observed rate and the official standards explained? Are there major disparities between regions?

What measures are commonly taken to remedy the dysfunctional phenomena observed?

If projections of teacher requirements exist in your country (see RESEN), include these data, quoting the source and the method of calculation and explaining the use of the information by the relevant administrative departments.

– 8 –

Section III. Teacher workforce management: recruitment, deployment, absenteeism and attrition

Teacher management is of crucial importance, especially in a teacher shortage context as that prevailing in many sub-Saharan African countries. The shortage of teachers combined with poor management can worsen teaching conditions considerably.

III.5 Management of teacher stocks: recruitment, deployment and attrition

III.1. Teacher recruitment

This section concentrates on teacher recruitment procedures that must naturally be put into perspective with the projections on the required number of teachers contained in Section 2.

Describe the system for recruiting new teachers – how is the need for new teachers determined? Which department is responsible for such forward management? Analyse critically the capacities of EMIS (and of any other forward management tool available) to meet the information needs of the substantive department in respect of teacher recruitment and deployment and, by extension, career management? Who holds authority administratively (ministries, schools, decentralized bodies, parents’ associations, etc.) for teacher recruitment and appointment?

How does the recruitment system operate (competitive examinations?), on the basis of which objective criteria (eligibility to become teachers/examinations to be passed)? In other words, what recruitment criteria (degrees, diplomas, etc.) are applied? Is initial teacher training compulsory?

Analyse any distortions between the official recruitment system and actual practice on the ground (introduce the idea of community teachers).

Gather information on the total number of teachers recruited yearly in the last decade. (All teachers recruited, not only by the government but also by private schools and communities, must be taken into account here because they have all contributed to the achievement of educational goals.)

Compare teacher requirement projections with recruitment trends to see whether the country can meet expected needs.

III.2. Geographical distribution of teachers

The geographical distribution of teachers to schools is often a management problem that is particularly critical when there is a shortage of teachers. As payroll costs account for a substantial proportion of the education budget, the way in which teachers are assigned can influence the fairness of the allocation of public resources.

How does the teacher assignment and deployment system operate? Are there disparities in teacher availability on the ground – more attractive areas at the expense of others? Is a fine-tuned workforce management tool, providing timely information on workforce status and needs in a specific geographical/administrative area – composition of the teaching body (age, gender, seniority, etc.), available to administrative departments?

Is the assignment and deployment system fair and does it ensure that rural, remote and disadvantaged areas have a sufficient number of teachers?

Is the distribution of teachers throughout the country harmonized to ensure that schools with a high number of pupils also have a high number of teachers?

– 9 –

III.3 Teacher attrition and absenteeism

Is the mean attrition rate (ordinary separations or attrition) known? What are the main factors underlying a high or low attrition rate (e.g. illness, lack of a retirement compensation system, etc.)?

Are they mainly ordinary separations (end of career, death) or attrition (competition with more attractive employment sectors, for example)?

What is the extent of teacher absenteeism? What are the main causes of such absenteeism? What remedial steps are being considered?

– 10 –

Section IV. Teacher training: overview of teacher-training issues

In many countries, the goal is not only to do more but also to do better, in other words, strive to improve current provision and even introduce new types of training. The second line of the analysis therefore concerns the quality of teacher training. This analytical sequence is repeated for each type of training, with adjustments if need be, and for each level of education (primary and secondary).

IV.1 Initial teacher training

The analysis of teacher training consists of three components. The first concentrates on the education system’s initial teacher-training capacities. The goal here is to compare existing admission capacities with the system’s needs identified in Section 2. This will make it possible to pinpoint any gaps between those needs and the system’s capacities and thus foresee difficulties. The second component is more qualitative and takes several criteria into account in order to highlight the characteristics of available training (method used to select future teachers, proportion of professional practice during training, evaluation procedures, etc.). Lastly, the third component is designed to analyse the effectiveness of the training provided.

As an introduction to the section, give a general description of the way in which initial training operates in the country. How is it organized? Which institutions are responsible for initial training?

IV.1.1 Initial teacher-training capacities

How many institutions provide initial training? How are they distributed throughout the country? What is the initial teacher-training institutions’ current capacity in terms of the number of persons trained yearly? (This figure is to be compared with the system’s needs identified in Section 2.)

Can the teacher-training system draw a sufficient number of applicants? What is the ratio between the number of places available in initial teacher-training institutions and the number of applicants? (A ratio of <1 denotes strong attractiveness.)

IV.1.2 Characteristics of initial training

Initial training: admission procedures and criteria

Give details of the delivery of teacher training (duration, organization, proportion of teaching practice during training, etc.).

What are the minimum initial teacher-training admission criteria in terms of completed years of education, required school certificates or university degrees, motivation or competitive examinations?

Use of ICTs in initial teacher training

Is there a national policy or plan for the use of ICTs in education in general and in teacher training in particular?

Is there a demand or need for ICTs to be integrated educationally into the normal education and learning process?

What is the current level of development of ICT infrastructure and facilities and of Internet connections in the education system in general and in initial teacher training institutions in particular?

To what extent are ICTs used in initial teacher training?

– 11 –

Programme for the training of trainers

Describe the training-of-trainers system – trainers’ profiles, trainee-trainer ratio in initial teacher-training institutes, level of qualification, etc.

When were the training programmes introduced? Are they in line with the existing curriculum? Has the curriculum been revised recently (competency-based approach or other)? How have the training programmes been adapted to comply with any revision of the curriculum?

Are official training programmes followed in actual practice in training institutions?

Evaluation of professional knowledge and achievements

In addition to the evaluation of theoretical knowledge, are student teachers’ teaching skills (professional/practical) assessed during and at the end of the training course?

Describe the system currently in place for assessing professional skills at the end of initial teacher training. Does that assessment determine admission to the teaching profession?

Are there any means of certifying graduating student teachers after the professional examination and before admission to the teaching profession?

IV.1.3 Effectiveness of initial teacher-training institutes

What is the level of internal effectiveness of initial teacher-training institutes (mainly the final-examination success rate)?

What proportion of trainers in initial teacher-training institutes have the required profile/qualification? Is that profile/qualification linked to the quality of the training provided to future teachers?

What is the real annual cost of training a primary- and secondary-school teacher? How does that cost compare with those of other types of training that lead to similar qualifications?

Is the unit cost of teacher training linked to results (cost/efficiency analysis) achieved in the course (in terms of final-examination success, for example)?

IV.2 In-service teacher training

In-service training is not only provided for untrained teachers, but is also integral to the overall management of teacher quality. These two categories of in-service training must be taken into account. The training of untrained teachers must, therefore, be distinguished from conventional in-service training. The system’s capacity to train wholly untrained teachers may thus be assessed separately from its capacity to provide in-service training to trained teachers.

IV.2.1 In-service teacher-training system capacities

Is a management tool in place to provide relatively accurate information on the training needs of serving teachers? If so, describe how it operates and its scope (administrative unit of measurement)

Is the number of untrained serving teachers known? Give the number or an estimate.

How many and what proportion of teachers have undergone in-service training yearly in the last five years?

– 12 –

What is the coverage of the training courses on offer (number of teachers, teacher categories and geographical areas concerned)?

IV.2.2 Effectiveness of in-service teacher training

As there are several types of in-service teacher-training in most countries, and a variety of providers in some cases, each type of in-service training must be taken into account in the analysis. To meet the requirements of this analysis, consideration will be given only to State-institutionalized in-service training or the national in-service training system, if it exists as such. The points below must therefore be repeated for each type of training.

Describe existing in-service training schemes in the introduction. Is a policy in place to harmonize the various in-service training schemes?

How are in-service training courses provided by international partners, civil society and other bodies managed? Is coordination efficient and managed by the State? In other words, are the training courses provided by the various parties consistent with each other (arrangements for the organization and coordination of in-service training) in terms of content and target groups?

Has the impact of teacher training on the quality of pupils’ learning achievements been assessed (PASEC data, for example)?

Selection of teachers for in-service training

How are applicants selected for in-service training (priority criteria or analysis of training needs)?

Delivery of in-service training

Give details on the delivery of available training courses (duration, content, training period, classroom or distance, etc.).

To what extent are ICTs used in in-service teacher training? Is there a demand for ICTs to be to be used for in-service training? What is the level of development of the educational infrastructure, facilities and resources required for the provision of such training?

Who are the main providers of conventional in-service training (for professionally trained teachers)?

How is in-service training organized by these providers (duration, target groups, content, classroom or distance, etc.)?

Content of training programmes

Which training programmes are currently provided? Which specific skills do they target? Are they appropriate given the failures observed in practice (in the classroom and in pupil-teacher interaction)?

Is there a harmonized or official in-service training programme that can be used by the various providers?

Evaluation of in-service training

Are specific evaluation schemes in place to assess the effectiveness of these training courses? Is a common examination set at the end of all available training courses?

– 13 –

Do the various available training courses have any effect on teachers’ careers, particularly in regard to career progression?

Costs of in-service training

What costs and efficiency are associated with the training provided by various bodies (ministry, NGO, projects, etc.)?

How do in-service training costs compare with initial-training costs?

– 14 –

Section V. Teacher management: status, pay and career

Teachers’ status, career and pay all affect the attractiveness of the profession and, therefore, the profile of new teachers, their motivation after recruitment, natural attrition rates and the social context. Consideration must be given to the budgetary implications of choices made in respect of teachers’ pay levels, status and career development and their effects on achievement of universal primary education.

V.1 Teachers’ professional status

Give a short description of the situation concerning teachers’ professional status, pay and career. Do these factors have an effect on the attractiveness of the profession and on teacher motivation, levels of absenteeism and attrition?

Is teachers’ status likely to change as a result of in-service training? May a contract teacher be granted tenure? May a community teacher be recruited under contract?

On what conditions are such changes made – for example, are all contract teachers offered further training and then granted tenured status, may contract teachers change status by passing competitive examinations (subject to yearly civil-service post availability) and are all contract teachers who pass a given examination offered a change of status ?

Table xx: Model table of teacher categories/status (primary education), by academic level in a fictitious country

Teacher category/status Minimum level of education required

Diploma held*

Community teacher (recruited and paid by the community from a State grant)

No specific requirement

End of primary education: 13 % Junior secondary school certificate: 64 % Baccalaureate: 24 %

Staff under State contract, category C

Junior secondary school certificate

End of primary education: 0 % Junior secondary school certificate: 96 % Baccalaureate: 4 %

Staff under State contract, category B

Baccalaureate Baccalaureate: 80 % University/higher: 20 %

Military service volunteer Baccalaureate Baccalaureate: 70 % University/higher: 30 %

State employee (appointed civil servant), category C

Junior secondary school certificate

Junior secondary school certificate: 100 %

State employee (appointed civil servant), category B

Baccalaureate

Junior secondary school certificate: 4 % Baccalaureate: 87 % University/higher: 9 %

* PASEC data.

V.2 Pay, incentives and benefits

Levels and trends in teacher pay may draw people to the teaching profession or, on the contrary, may make it difficult to find good applicants, raise absenteeism and natural attrition rates and diminish motivation?

Are incentive schemes or benefits in place to make the teaching profession more attractive? What kind of schemes are they (amounts and award procedure – for example, hardship allowance linked to the geographical situation of the post)?

Are teachers paid regularly? Are arrangements made to pay teachers in remote areas on time? Are they obliged to travel to the capital to collect their salary?

– 15 –

Are sufficient public funds allocated for teacher pay so that national goals can be achieved (universal primary education)? If not, how large is the funding shortfall?

Table xx: Yearly salary (GDP units per capita*) of people aged 25 to 34 who have completed junior and senior secondary education, by employment sector, compared with average teacher pay

Modern Sector Informal sector

Average teacher pay

Public Private

Section VI. Conclusion and recommendations by the national team

Outline of goals and activities to be implemented under the UNESCO/Your country cooperation project for the strengthening of teacher-training institutes.

Consultative meeting on the implementation of UNESCO-China Funds-in-Trust Project on “Enhancing Teacher Education for Bridging the Education Quality Gap in Africa” 10 – 11 October 2013 (UNESCO Headquarters, Paris)

11 Oct 2013: Guidance for group work: Congo, DR Congo, Liberia, Tanzania, Uganda

On the first day of the consultative meeting, there are presentations on the project modality, objectives and expected outcomes. The 3 initial beneficiary countries also present their experiences and project documents. These are followed by a series of presentations sharing the current status, key issues and challenges regarding teachers, especially in teacher training institutions from each of the new 5 project countries. Based on these presentations, there are working group discussions on the second day, aiming towards setting up the country specific implementation mechanism as well as next steps forward. There is a working group for each project country. During the working group session, the following questions should be answered: 1. Do we clearly understand the objectives, expected results and modality of the project? If “not”, what

further clarification and explanation are needed? 2. What will be the project implementation mechanism at the country level? 3. Who should be the members of the national team? 4. How should we conduct the rapid needs assessment and what is the schedule? 5. What would be an indicative roadmap of the project after the needs assessment? 6. What are the current projects or programmes the country is undertaking in the field of teacher

education? 7. What will be the key challenges and issues for the successful implementation of the project?

The results of the working group session should be: 1. Having a better idea of how the project will enhance the capacity of the TTIs in your country in practice; 2. Having a clear idea on the roles of each party in the country team, and the coordination among them; 3. Modality and schedule on the needs assessment (when, who, how) are agreed; 4. An indicative roadmap after the need assessment is ready; 5. Participants are aware of the key challenges and issues for the successful implementation of the

project. Based on the discussion, each working group should also prepare a short presentation concluding the 5 results listed above. This presentation should summarize highlights of the group’s discussion and serve as the basis for a plenary discussion. Please use the country feedback presentation template for your presentation. Working Group membership composition Participants will be divided based on their country representation. Each group will identify a rapporteur to report in the plenary session highlights of the group’s discussion. Members of the ED/THE/TEP team will facilitate your group work.



Réactions du pays (Congo)

11 oct 2013, Durée: 15 mins

Les membres du groupe de travail

MOE TTI UNESCO de bureaux hors

Siège

Siège de l’UNESCO

M./Mme.…

Members of the group work

MOE TTI UNESCO FO UNESCO HQsMr./Ms.…MESMETPMEPSAMJECMEPSMPTMPLANMFINMFPUBL2ème niveau(technique)Dir adjointENSDET+DFP

ENSENI (3)ISEPSINJSENBA

BUREAU DE BRAZZAVILLE BUREAU REGIONALDE YAOUNDE

ED/TH/TEP

Mariana PATRU

Comité de pilotage :Conseiller du président au TICConseiller du président à l’éducation MESMETP (DET+DFP)MEPSAMJECMEPSMPTMPLANMFINMFPUBLChef de bureau unesco2ème niveau (technique)Dir adjoint ENSDirecteurs des ENIDirecteur adjoint ISEPSDirecteur INJSDirecteur ENBACampus numérique francophoneUn spécialiste du bureau unesco

Les résultats attendus de la session du groupe de travail

1. La manière concrète dont le projet renforcera les capacités des EFP de votre pays Permettre d’intégrer les tic dans les formations initiale et continue des formateurs Améliorer la pratique pédagogique Accéder à de nouvelles ressources (bibliothèques virtuelles)


2. Idée claire du rôle de chacune des parties au sein de l’équipe nationale

De leur coordination

Parties Rôle

MOE Coordination, orientation

TTI Etat des lieux, expression de besoins contribution à l’élaboration et validtion des outils et des ressources

UNESCO de bureaux hors Siège

Veiller à la mise en oeuvre de la feuille de route adoptée Suivi

Siège de l’UNESCO Facilitation de la mise en oeuvre du projet

Les résultats attendus de la session du groupe de travail 3. Accord sur les modalités et le calendrier de l’évaluation

des besoins (quand, qui, comment) - Novembre 2013 à fin décembre : Atelier de

sensibilisation - Décembre 2013 : - Janvier 2013 :

Les résultats attendus de la session du groupe de travail 4. Feuille de route indicative après achèvement de

l’évaluation des besoins

Activité Timeframe Résultats attendus

1. e.g. Fin March e.g. MOU approuvé

2. e.g. Fin April

3.

Activité responsable Période Résultats attendus

Atelier de sensibilisation des parties prenantes

MES 21-25/10/13 Constitution de l’équipe technique

Réunion de l’équipe technique distribution des fiches de collecte des données personnalisées

MES Novembre 2013 Données recueillies

Atelier d’analyse des données

Comité technique

mi-Décembre 2013

Finalisation de l’Etat des lieux et identification des besoins

Rédaction du rapport Comité technique

Fin décembre

Atelier national de validation du rapport

Comité de pilotage

Janvier Les besoins sont clairement identifiés (standards, matériel, formation etc.)

Priorisation des besoins pour le prodoc

Unesco Janvier

Les résultats attendus de la session du groupe de travail 5. Principales difficultés et questions qui risquent de faire

obstacle à la bonne exécution du projet Difficultés de mobilisation des parties prenantes; Manque de synergie entre le projet et les autres initiatives Manque de réalisme dans l’expression des besoins

Suggérée l’équipe nationale

E.g. Fonctionnaires du MOE

Suggérée l’équipe nationale



Réactions du pays : République Démocratique du Congo

11 oct 2013, Durée: 15 mins

Les membres du groupe de travail

MOE TTI UNESCO de bureaux hors Siège


• MEPSP: représenté par la Délégation Permanente auprès de l’UNESCO

D.P.

Bureau de Kin A. Diallo

P. Gambembo

ED/THE/TEP H. Mputu

Les résultats attendus de la session du groupe de travail 1. La manière concrète dont le projet renforcerait les

capacités des Instituts de formation des enseignants en RDC

Professionnalisation de la formation des enseignants du primaire

Amélioration des compétences des enseignants via les TICE Révision des curricula de formation des enseignants du primaire Revalorisation de la fonction enseignante


2. Rôle et responsabilité des parties au sein de l’équipe nationale

De leur coordination

Parties Rôle

MOE Pilotage : Planification, Coordination et suivi de la mise en oeuvre

TTI Appui et conseil technique pour la réforme des curricula

UNESCO de bureaux hors Siège Accompagnement, suivi administratif et budgétaire au, rapport au Siège et au donateur

Siège de l’UNESCO Supervision de l’ensemble de l’exécution du projet et rapport au donateur

Les résultats attendus de la session du groupe de travail 3. Accord sur les modalités et le calendrier de l’évaluation

des besoins (quand, qui, comment) Activité Quand Qui Comment

Désignation de l’équipe nationale oct. 2013 MoE Arrêté minist.

Définition de rôle et des responsabilités de chaque membre Oct. 2013 Idem

Tenue de la première réunion de l’équipe nationale

Nov. 2013 Eq NatUNESCO

Réunion de concertation

Préparation de l’analyse des besoins (collecte et analyse des documents existants)

Nov-Déc.13

Eq NatUNESCO

DocumentationConsultationAteliers

Finalisation et validation du rapport diagnostic

Janvier 14 Eq Natélargie

Ateliers

Consensus sur la définition de l’objet du projet

Janvier 14 Eq.nat.élargie

Ateliers

Les résultats attendus de la session du groupe de travail 4. Feuille de route indicative après achèvement de

l’évaluation des besoins

Activité Timeframe Résultats attendus

1. Elaboration du prodoc Fév – Mars 2014

Prodoc poduit

2. Atelier de validation du prodoc Mi- Mars 2014

Prodoc validé

3. Revue du prodoc par les experts Fin-Mars 2014

Prodoc revu

4. Début de la phase de mise en oeuvre Avril 2014

Les résultats attendus de la session du groupe de travail 5. Principales difficultés et questions qui risquent de faire

obstacle à la bonne exécution du projet :

Délai de mise à disposition des fonds par l’UNESCO,

Contraintes du calendrier des parties prenantes dans le projet : CG/UNESCO, fêtes de fin d’année, etc.

Profil des membres de l’équipe nationale

Cadres des ministères en charge de l’éducation, spécialement ceux qui s’occupent de la question enseignante (EPSP, ESURS) Instituts de formation des enseignants (ISP/ISPT) Institutions de recherche en éducation/enseignants (FPSE, UPN, etc.) Personnes ressources (Consultants, Professeurs d’Université, Campus numérique, etc. )

Proposition de composition de l’équipe technique nationale

MOE TTI UNESCO de bureaux hors Siège


• Cabinet du Min. EPSP • IGE/SERNAFOR • CAT • Dir. de réforme et

innovations pédagogiques • ISP • Faculté de PSE • IFCEPS • SP/ComNat UNESCO • Ministères en charge de

l’éducation • Ambassade de Chine à

Kinshasa

CRE ISP FPSE IFCEPS

Bureau de Kin Bureau de Yaoundé

ED/THE/TEP

Merci pour votre attention



Country Feedback Presentation (LIBERIA)

11 Oct 2013, Time limit: 15 mins


MOE TTI UNESCO FO

UNESCO HQs

Moses B. Jackson (Focal person)

MacDaniel A. Powell

Antenna/AccraMr. Dos Santos

HQ – Nyi Nyi, Aurora, Sunmin, Sabah

Expected results of the group work session

1. How the project will enhance the capacity of the TTIs in your country in practice

Convert TTIs into resource centers Create ICT infrastructures at the TTIs such as virtual libraries and distance learning Improve the teaching of science by providing science kits and giving orientation for teachers Improve the mode of teacher training

Expected results of the working group session

2. Roles of each party in the country project team

Party Role

MOE Direct supervision, implementation and monitoring

TTI Implementation:provision of support to blended TE model

UNESCO FO Coordination, Technical backstopping andmonitoring


3. Agreed modality and schedule on the needs assessment (when, who, how)

Conduct a two day stakeholders meeting in Monrovia: (last week in October tentatively)BTE, TTIs, MoE Planning, UNESCO FO and USAID Identify priority activities and develop work plan with budget: Same as above Needs assessment: November 2013 Validation workshop with a wider group of stakeholder by December 2013


4. Indicative roadmap after the needs assessment

Activity Timeframe Expected Results

1. Drafting of project document By Jan. 15, 2014 Draft available

2.Review of draft Prodoc by stakeholders Third week of January 2014

Draft reviewed by stakeholders and comments received

3.Finalization of prodoc with input from stakeholders

Last week of January 2014

Comments taken into consideration and incorporated into final document; Final prodoc available

4. Submission of final prodoc to UNESCO HQ Feb. 2, 2014 Final prodoc approved


5. Key challenges and issues for the successful implementation of the project

Low capacity of teacher and teaching infrastructure Low capacity of Bureau of Teacher Education: (lack of vehicles, computers, field and office equipment) Proximity to festive seasons

Suggested Country Project Team

1. Moses B. Jackson/MOE………….. Focal person 2. MacDaniel Powell/MOE ……….…Member 3. MOE Planning (M & E) Dept……..Member 4. Director of 3 TTIs………………………Member 5. Dean of College ……………………….Member 4. UNESCO FO………………………………Member 5. NATCOM …………………………………Member




Country Feedback Presentation (Tanzania)



MOE TTI UNESCO FO UNESCO HQsMr Bakari Issa

Ms FikaMwakabungu

Mr D.D. Lugalema

Mr A.W. Coulibaly

Ms Megumi Watanabe

Ms Tuuli Kurki


1. How the project will enhance the capacity of the TTIs in your country in practice Contribute to enhancing teachers motivation in learning Effective delivery of teacher education curricular Contribute to enhancing teachers competency through ICTs Increase number of science and math teachers Improve teaching and learning resources in TTIs Creating network among TTIs. Especially science and math teachers



How the coordination will be

Party Role

MOE DirectorTeacher Education DepartmentAssistant Director Teacher Education for Development and Monitoring

TTI Principal ofMpwapwa Teachers College

UNESCO FO Education Programme Specialists

UNESCO HQ Education Programme Specialists

Expected results of the working group session (cont…)

Additional members of the team will be determined later including the role of the National Coordinator.Proposal members to be drawn from: -Teacher education-Tanzania Institute of Curriculum-The National Examination Council of Tanzania-University -Civil Society Organization-CSO,


3. Agreed modality and schedule on the needs assessment (when, who, how) Establishment of National Team (MoEVT) Nomination of the National coordinator (MoEVT) Collection, sharing and analysis of background documents and tools for needs assessment (MoEVT/FO) Preparation of ToRs for the needs assessment mission (HQ) First needs assessment mission from HQ (last week of November, 2013). Final Needs assessment validated report (Mid of December, 2013)




1. Validation workshop for the needs assessment January, 2014 Endorsed by MoEVT and Ed. Stakeholders

2. Project document development phase Jan/Feb. 2014 Draft project document developed (Three days workshop organized)

3. Validation workshop of the draft project document

Feb. 2014 Project document validated



Time Reaching a consensus with other stakeholders Synergies with other initiatives Timely disbursement of the funds National ownership


E.g. MOE officials See slide 5.




Country Feedback Presentation (Uganda)



1. Ms. Margaret Nsereko

2. Dr. Jane Egau Okou

3. Mr. Aloysius Matovu Musoke

4. Mr. Charles Obiero

5. Mr Fengchun Miao

6. Ms Jianhong Dong

7. Mr. Augustine Omare Okurut

8. Ms Florence Ssereo

MOES

MoES

MoES, TTI

UNESCO FO

UNESCO HQ

UNESCO HQ

UNATCOM

UNESCO HQ


1. How the project will enhance the capacity of the TTIs in your country in practice

Strengthen TTIs (2) infrastructure by equipping them with ICT labs to support blended teacher training (1-BTVET Instructors college and 1-Primary Teachers College); Improve teacher educators’ competency in use of ICT as a pedagogical tool for quality teaching and learning in 2 TTIs; Enhance capacity of teacher educators in action research. Strengthen networking among the TTIs



How the coordination will be

Party Role

MOES Oversight/ Overseeimplementation/Synergy with national initiatives/policies

TTIs Implementation/ Institutionalisation in pre-service programmes

UNATCOM Coordination/ Mobilisation of partners

UNESCO FO Facilitate/ Project Management/ Reporting/ M&E

UNESCO HQ Technical backstopping /Cross country communication

Chinese Embassy Observer/ Mobilisation ofResources/Participation


3. Agreed modality and schedule on the needs assessment (when, who, how)

What When How Who 1. Formation of country project

team and TORs 30 Oct 2013 Consultation with relevant

authority Commissioner, TIET

2. Identification and approval of 2 TTIs (BTVET and PTC)

30th Oct 2013 Memo to PS Commissioner, TIET

3. Complete Baseline survey template

15th Nov 2013 Desk review Project Team

4. Sensitization of key stakeholders

Oct 2013-continous

-Briefing top management -Workshops

Commissioner TIET

5. Needs assessment mission 20th -27th Nov 2013

Field visit UNESCO HQ, MoES, UNATCOM

6. Needs assessment Draft report

15th Dec 2013 Consultation with project team

UNESCO HQ, FO, Project Team




1. Draft project document End of Jan 2014 pro doc

2. Review of project document Mid of Feb 2014 Final draft pro doc

3. Validation of project document End of March 2014 Validated pro doc

5. Prepare an implementation plan for year 1 Mid of April 2014 Implementation plan

4. Signing of MOU

Mid April 2014 MoU signed

6. Official Launch of project

Mid of April 2014 Project launched

7. Advocacy and publicity Continuous Ownership/ Awareness



Inclusiveness of the project-many stakeholders Participation of stakeholders Timely release of resources Sustaining momentum and participation of project country team


Directorate of Education Standards Kyambogo University Principal, Nakawa TTI Principal, Primary Teachers College Education Service Commission Uganda National Teachers Union

TIET CIM Basic Education BTVET EPPA UNATCOM UNESCO FO Chinese Embassy (observer)



Concluding remarks David Atchoarena

10/11 October 2013

What has been achieved

1. A better understanding of the overall project background and goals

2. Lessons learnt from the experience of the first peer countries

3. Sharing key facts and pressing needs about TT and ICT in your country

4. Preparation of the preliminary phase in your country

Next steps

Preliminary phase to: Start by November (funding expected before the end of October) Last for 12 weeks (excluding school vacations)

UNESCO FOs, following HQ, will start the preparation of the needs assessment. Review meeting by end of February 2014, finalise the project documents (ProDocs) and develop the implementation plan. Validate the ProDocs by February/early March 2014. Launch the Project by early March 2014.

Many thanks!