Mar. 2004 - Smasse Inset Malawi Review - Main

SMASSE INSET MALAWI
PROGRESS REPORT IV
REPORT
ON
SMASSE INSET MALAWI
REVIEW WORKSHOP
March 2004
Yoshihito NAKAYAMA
Education Planning Adviser
Ministry of Education, Science and Technology, Malawi
REPORT ON SMASSE INSET MALAWI REVIEW WORKSHOP
Contents
Abbreviation ............................................................................................................................................. 4
I: Overview ............................................................................................................................................... 5
1: Background ...................................................................................................................................... 5
2. Purposes ............................................................................................................................................ 6
1) SMASSE INSET Malawi............................................................................................................... 6
2) Counterpart Training ...................................................................................................................... 6
3. Expected Outputs............................................................................................................................. 6
1) SMASSE INSET Malawi............................................................................................................... 6
2) Counterpart Training ...................................................................................................................... 6
4. Approach .......................................................................................................................................... 7
5. Programme ....................................................................................................................................... 7
1) Planned Programme ....................................................................................................................... 7
2) Actual Programme ......................................................................................................................... 8
3) Participant ...................................................................................................................................... 8
II. Presentation 1 - SMASSE INSET MALAWI REVIEW - ................................................................. 9
1. Overview of SMASSE INSET Malawi Activities in 2002/03 ....................................................... 9
1) History of SMASSE Initiatives in Malawi – Preliminary Stage –................................................. 9
2) Activities in 2003/03 ...................................................................................................................... 9
3) Main Outputs and Challenges/Remaining Issues........................................................................... 9
2. Evaluation of Trial INSET (Sep. 2003) ........................................................................................ 11
1) Purposes ....................................................................................................................................... 11
2) Expected Outputs ......................................................................................................................... 11
3) Programme ................................................................................................................................... 12
4) Evaluation of Action Plan of Preparation for Trial INSET ......................................................... 12
5) Evaluation of Implementation Ability among National Core Trainers........................................ 13
a) Methodology ............................................................................................................................. 13
b) Mean of Evaluation Score ........................................................................................................ 13
c) Analysis..................................................................................................................................... 14
6) Evaluation of TRIAL INSET Workshop ..................................................................................... 14
a) Methodology ............................................................................................................................. 14
b) Valid Figures ......................................................................................................................... 15
c) Results ....................................................................................................................................... 15
7) Achievements ............................................................................................................................... 17
8) Challenges/ Remaining Issues ..................................................................................................... 17
3. Report SMASSE C/P training in Kenya ...................................................................................... 17
III. Presentation 2 - Experience of Secondary Teacher Training in Zambia – .................................. 24
1. SMASTE-ZAMBIA ....................................................................................................................... 24
1) Background of SMASTE (Strengthening of Mathematics, Science and Technology Education)
.......................................................................................................................................................... 24
2) Vision Statement .......................................................................................................................... 24
3) Mission Statement ........................................................................................................................ 24
2
4) Goals ............................................................................................................................................ 24
5) Objective ...................................................................................................................................... 24
2. ZASE (Zambia Association for Science Education) ................................................................... 25
1) Background of ZASE ................................................................................................................... 25
2) Aims and Objectives .................................................................................................................... 25
3) Current Activities ......................................................................................................................... 25
4) Future Plan ................................................................................................................................... 26
3. JETS (Junior Engineers, Technicians and Scientists) ................................................................ 26
1) Background of JETS .................................................................................................................... 26
2) JETS Vision ................................................................................................................................. 26
3) JETS Goal .................................................................................................................................... 26
4) JETS Objectives ........................................................................................................................... 26
5) JETS Activities ............................................................................................................................ 27
6) Management Structure ................................................................................................................. 27
7) JETS Membership ........................................................................................................................ 27
8) Future Plans.................................................................................................................................. 27
9) JETS Fairs .................................................................................................................................... 28
10) JETS Regions ............................................................................................................................. 28
IV. Presentation 3 – Counterpart Training in Japan – ........................................................................ 29
1. Practice of Science Education in Secondary Schools/Mr. T.J. Sanudi ..................................... 29
2. IT for School Teachers and Staffs/Mrs. Kamala ........................................................................ 30
3. Local Education Seminar for Sub-Saharan African Countries/Mrs. Chikondano C. Mussa 30
V. Plan for the Next SMASSE INSET MALAWI ................................................................................. 34
1. Listing of Remaining Issues/Challenges and Activities .............................................................. 34
2. Proposed Action Plan for SMASSE INSET MALAWI in 2004-06 ........................................... 35
1) Categorisation of activities for the future .................................................................................... 35
2) The Proposed QUICK Way Forward ........................................................................................... 36
 Budgeting INSET activities ................................................................................................ 36
 Approval of TORs for Technical and Steering Committee ................................................ 36
 Finalising Action Plan ......................................................................................................... 36
 Preparation for the further Baseline Survey........................................................................ 36
VI. Evaluation of the Workshop ............................................................................................................ 37
1. Results of Evaluation ..................................................................................................................... 37
2. Problem Analysis ........................................................................................................................... 39
1) Planning of the Workshop............................................................................................................ 39
2) Management of the Workshop ..................................................................................................... 40
3. Achievement Evaluation on Expected Outputs .......................................................................... 41
Annex 1: List of Participants
Annex 2: Proposed Action Plan for SMASSE INSET MALAWI in 2004-06
Annex 3: Evaluation of SMASSE INSET MALAWI Review Meeting
Annex 4: Draft of TORs for the Steering Committee and the Technical
Committee (revised in Aug. 2003)
3
Abbreviation
ASEI : Activity, Student-centred, Experiment and Improvisation
CDC : Curriculum Development Centre
CIDA : Canadian International Development Agency
C/P : Counterpart
CPD : Continuing Professional Development
DCE : Domasi College of Education
INSET : In-Service Education and Training
JETS : Junior Engineers, Technicians and Scientists
JICA : Japan International Cooperation Agency
JOCV : Japan Overseas Cooperation Volunteers
KSTC : Kenya Science Teachers’ College
MoEST : Ministry of Education, Science and Technology, Malawi
NEC : National Executive Committee
PDSI : Plan, Do, See, Improve
P.E.O : Provincial Education Officer
SMASSE : Strengthening Mathematics and Science in Secondary Education
SMASSE-ECSA : SMASSE-Eastern, Central and Southern Africa
SMASSE-WECSA : SMASSE-Western, Eastern, Central and Southern Africa
SMASTE-Zambia : Strengthening of Mathematics, Science and Technology Education -Zambia
SSTEP : Secondary School Teacher Education Project
TED : Teacher Education and Development
UNZA : University of Zambia
WSSD : World Summit for Sustainable Development
ZAME : : Zambia Association of Mathematics Education
ZASE : Zambia Association of Science Education
ZATE : Zambia Association for Technology Education
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I: Overview
1: Background
In February 2000, the SMASSE Kenya Team conducted a regional study in Tanzania, Malawi and
Zambia to assess the possibility of regional cooperation for capacity building in science and
mathematics education at secondary level. This study proposed the dissemination of experiences of
SMASSE Kenya towards other neighbouring countries by combination of the third country counterpart
training and in-country training in the mid-/long-term support.
In August of the same year, JICA Education Planning Adviser, two officers from the Ministry
(Principal Education Methods Adviser in the Headquarter and Senior Education Methods Adviser in
South East Education Divisional Office) and the Head of Science Faculty at Domasi College of
Education participated in the 2nd National SMASSE INSET to learn SMASSE activities in Kenya.
In February of the following year, 2001, the 1st SMASSE-ECSA Regional Conference was held in
Nairobi where 11 countries1 were invited to discuss about the issues that each country was facing in
secondary education. At the end of the conference, it was agreed to formulate the regional network to
elaborate the cooperation to improve secondary education, especially, mathematics and science.
It was proposed, on the process of discussions for the regional cooperation with SMASSE Kenya,
that from the point of the urgent necessity for supports with immediate effectiveness and efficiency,
establishing sustainable INSET system collaborated with the experience and know-how of SMASSE
Kenyan experience was important. It also appealed that it would not be imported automatically from
Kenya but should be applied in the context of Malawi’s conditions of existing teacher training system,
contents of INSET and needs for training.
With this appraisal study, the JICA Education Planning Adviser in Malawi visited the 3rd SMASSE
National INSET in August 2001 to make a plan for the Kenya-Malawi Joint SMASSE Workshop for
the sensitisation of SMASSE approach to Malawian counterparts.
In January 2002, Kenya-Malawi Joint SMASSE Workshop was organised at Domasi College of
Education in which ASEI (Activity, Student-centred, Experiment and Improvisation) approach, the
features of SMASSE teaching methodology, was demonstrated in Malawi for the fist time. Through
this workshop, the importance and necessity to establish SMASSE-typed sustainable INSET system
was addressed and be shared among the Malawian counterparts. And March of the same year, the
overall action plan to support in-service training system for secondary mathematics and science
education in Malawi with special emphasis on regional cooperation was formulated under the tripartite
agreement among Kenya Science Teachers’ College (KSTC: the implementing organisation of
SMASSE Kenya), JICA Malawi and JICA Kenya Office. Based on this tripartite agreement, between
August and November 2002, two counterparts from Malawi (Mrs. Soko, Principle Education Methods
Adviser and Mrs. Sineta, Senior Education Methods Adviser2) were participated in the 4th SMASSE
National INSET and the 2nd SMASSE District INSET in Kenya in order to learn INSET management
skills such as planning, implementing, monitoring, evaluating and financial management.
With these counterparts, JICA Education Planning Adviser based on Lilongwe and Science
Education Adviser in Domasi, Malawi visited Nairobi in August 2002, to make detailed schedule and
action plan based on the original made in March. Having followed the action plan, 1st and 2nd
stakeholders’ meeting and needs assessment survey were conducted in between October and December
2002.
1
11 countries are Kenya, Uganda, Lesotho, Malawi, Mozambique, Rwanda, South Africa, Swaziland, Tanzania, Zambia and Zimbabwe. Delegates at the
2nd Regional conference in June 2002, changed the name of the Association from SMASSE-ECSA to SMASSE-WECSA, (Strengthening Mathematics and
Science in Secondary Education in Western, Eastern, Central, And Southern Africa), to reflect the inclusion of Ghana representing West Africa.
2
Job titles for two counterparts are as of August 2003.
5
In March and April 2003, the National Trainers’ Training Workshop with SMASSE Kenya Team
was held at Domasi College of Education (DCE). This was the second Joint Workshop that both
Malawian and Kenyan Team gathered to expose their teaching methodologies in mathematics and
science. Moreover, this joint workshop had been taken for not only “continuous workshop to promote
mutual relationships with Kenya” but also “the opportunity to appraise the REAL OWNERSHIP to
precede SMASSE INSET Malawi”.
And in September 2003, SMASSE Malawi core members conducted TRIAL INSET where they
actively participated in organising INSET workshop from planning, implementing to monitoring and
evaluation.
With these experiences since 2000, especially after 2002, we are aware that the overall review on
activities is critical to understand what has been done or not been done to move this initiative forward .
Moreover, we realise that it is necessary to develop our own action plan in 2004/05 with strong sense
of ownership for activities in the past were mainly conducted by following planned schedule made by
the Education Planning Adviser in MoEST.
2. Purposes
There is twofold of proposes in this meeting;
1) SMASSE INSET Malawi
① To understand and share what has been done so far, what has not been done and why it
happened by reviewing activities of SMASSE Malawi in 2002/03;
② To understand our strength and weakness on implementing SMASSE MALAWI INSET by
reviewing Trial SMASSE INSET in September 2003;
③ To plan for the year 2004/05.
2) Counterpart Training
① To share knowledge and experience that our colleagues learned through counterpart training;
② To apply effects of counterpart training into actual jobs.
3. Expected Outputs
1) SMASSE INSET Malawi
① Abstraction of achievements, lesson learned and remaining challenges of SMASSE INSET
Malawi activities in 2002/03;
② Understanding of achievements, lesson learned through Trial INSET which was conducted in
September 2003 for the future implementation of INSET;
③ Development of Action Plan for 2004/05.
2) Counterpart Training
① Sharing experience and knowledge learned through counterpart training programme in Kenya
and Japan with other colleagues;
② Listing up recommendation to apply these into each daily work to strengthen effectiveness,
redness and relevance in education system of Malawi.
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4. Approach
This meeting was based on the following principal approaches;
Participatory: All participants, who are mainly core members, ministry officials who are
responsible for strengthening INSET system for secondary sub-sector, are encouraged to
contribute from their own perspectives and job positions;
Output-based: Participatory discussions should lead to productive outputs that would be 1)
understanding about our strength, weakness and obstacles, 2) sharing knowledge and
experience with colleagues, 3) concrete action plan for the way forward;
Subjective: All participants need to participate in the meeting with a strong sense of ownership
and self-consciousness that all are subjective of SMASSE activities.
5. Programme
1) Planned Programme
Time Programme Presenters/Facilitators
7:50-8:10 : Registration All
8:10-8:20 : Welcome Remarks Chairperson
8:20-8:30 : Introduction of Participants All
8:30-12:00 : Review of Activities 2002/3 under SMASSE INSET Malawi
8:30-8:50 : 1) Overview of Activities 2000-2003 Mr. Y. Nakayama
8:50-9:20 : 2) Evaluation of Trial INSET (Sep.2003) Mr. P-Shonga &
Mr. Y. Nakayama
9:20-10:00 : 3) Discussion: Achievement & Issues Mr. Ndolo + ALL
10:00-10:30 : ==============Tea Break==============
10:30-11:00 : 4) Report SMASSE C/P training in Kenya Mr. Ndolo &
Mr. Msekandiana
11:00-11:30 : 5) Discussion: How can we share/institutionalise their Mr. Mwanza
experience into SMASSE Malawi?
11:30-11:50 6) Presentation from Zambian C/P - Experience of
Secondary Teacher Training in Zambia -
11:50-12:00 7) Q & A Mr. Mwanza
12:00-13:30 : ================Lunch===============
13:30-15:45 : Sharing Knowledge & Experience of C/P Training in Japan
13:30-14:00 : 1) Practice of Science Education for Secondary School Mr. Sanudi
14:00-14:15 : Q&A Mr. Msekandiana
14:15-14:45 : 2) IT for School Teachers and Staffs Mrs. Kamala
15:00-15:30 : 3) Local Educational Administration for Sub-Saharan Mrs. Muusa
African Countries
15:45-16:00 : ==============Tea Break==============
16:00-17:00 : Plan for the Next
: - Discussion: Sub-Facilitators:
Identifying; 1) Achievements; Mr. P-Sohnga
2) Remaining Issues and; Mr. Ndolo
3) Strength, Weakness, Opportunities Mrs. Meke
& Threats (SWOT) Mr. Makocho
4) What’s next? – List what we Mrs. Kamala
should/wish to do Mr. Sanudi
: => Outputs: Plan for 2004/5
17:00-17:15 : Closing Remarks Chairperson
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2) Actual Programme
Time Programme Presenters/Facilitators
8:00-9:00 : Registration All
9:00-9:20 : Welcome Remarks Chairperson
9:20-9:30 : Introduction of Participants All
9:30-12:30 : Review of Activities 2002/3 under SMASSE INSET Malawi
9:30-9:50 : 1) Overview of Activities 2000-2003 Mr. Y. Nakayama
9:50-10:20 : 2) Evaluation of Trial INSET (Sep.2003) Mr. P-Shonga &
Mr. Y. Nakayama
10:20-10:45 : 3) Q & A, Discussion: How can we share/institutionalise Mr. Mwanza
their experience into SMASSE Malawi?
10:45-11:00 : ==============Tea Break==============
11:00-11:30 : 6) Presentation from Zambian C/P - Experience of Mr. E. Tindi
Secondary Teacher Training in Zambia - /Mrs. Ngalande
11:30-12:00 : 5) 4) Report SMASSE C/P training in Kenya Mr. Ndolo &
Mr. Msekandiana
12:00-12:30 7) Q & A Mr. Mwanza
12:30-14:00 : ================Lunch===============
14:00-15:45 : Plan for the Next SMASSE INSET Activities
- Discussion: Mr. P-Sohnga
Identifying; 1) Achievements; Mr. Ndolo
2) Remaining Issues and;
3) Strength, Weakness, Opportunities
& Threats (SWOT)
4) What’s next? – List what we
should/wish to do
15:45-16:00 : ==============Tea Break==============
16:00-17:30 : Sharing Knowledge & Experience of C/P Training in Japan
16:00-16:20 : 1) Practice of Science Education for Secondary School Mr. Sanudi
16:20-16:40 : 2) IT for School Teachers and Staffs Mrs. Kamala
16:40-17:10 : 3) Local Educational Administration for Sub-Saharan Mrs. Muusa
African Countries
17:10-17:30 : Q&A Mr. Mwanza
: Evaluation of the Meeting/Questionnaire
17:30-17:45 : Closing Remarks Mrs. Mussa
/Mr. Mwanza
3) Participant
See Annex 1
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II. Presentation 1 - SMASSE INSET MALAWI REVIEW -
1. Overview of SMASSE INSET Malawi Activities in 2002/03

1) History of SMASSE Initiatives in Malawi – Preliminary Stage –
Feb. 2000: Regional Study (Tanzania, Malawi, Zambia)
Aug. 2000: Participated in the 2nd National SMASSE INSET Kenya
Feb. 2001: The 1st SMASSE-ECSA Regional Conference
Aug. 2001: Participated in the 3rd National SMASSE INSET Kenya
Jan. 2002: Joint SMASSE INSET Workshop at DCE
Mar. 2002: Agreement of regional Cooperation between Malawi and Kenya (JICA Kenya,
JICA Malawi and KSTC)
2) Activities in 2003/03
Aug. 2002: Participating the 4th National SMASSE INSET Kenya
Aug.-Nov. 2002: Counterpart Training under Regional Agreement
Oct. 2002: The 1st Stakeholders’ Meeting
Nov.-Dec.2002: Needs Assessment Survey*
Dec. 2002: The 2nd Stakeholders’ Meeting*
Jan. 2003-: Sensitisation within the Ministry
Mar. 2003: Participated WSSD Follow-up Meeting @KSTC, Nairobi
Apr. 2003: INSET National Trainers’ Training SMASSE Joint Workshop*
Aug. 2003: Meeting MoEST and JICA Malawi on Rolling Plan for the way forwardSep.
2003: Trial INSET @DCE*
* With technical support from SMASSE Kenya
3) Main Outputs and Challenges/Remaining Issues
Date Activities Main Outputs Challenges/Remaining Issues

Two ministry officers, one is Although the counterparts who participated
working for the headquarter and the training programme could obtain the
other is for divisional education knowledge of INSET management, the
office, were trained in INSET impact through their job positions (Principal
management and became core and Senior Education Methods Adviser) were
facilitators of the programme; not strong enough to influence the dicision
Questionnaires for Needs making process in the Ministry;
Third
Assessment Study was developed as Building the common consensus on policy
Country
the output of training; for INSET programme in the Ministry is
Aug.- Training
The draft of Action Plan was made. identified crutial matter for making progress
1 Nov. Programme/
of the programme;
2002 Technical
Having compared with the the case of
Exchange
SMASSE Kenya, the capacity at Domasi
Programme
College of Edcuation has been facing less
full-time staff beloging to INSET programme
only;
A colaboration with other development
partners, especially CIDA which has been
conducting SSTEP project at Domasi College
of Education is still under discussion.
9
The key principle of SMASSE MoEST needs to prepare SMASSE-INSET

INSET Malawi and basic policy to budget and incorporate it into the National
support from JICA were formally Budget;
informed and sensitised to the Four The way of cost sharing between the school
key areas, 1) financial, 2) level, divisional level and the ministry level is
management and organization, 3) still unclear;
The 1st INSET policy, and 4) participation, The resistance based on ‘allowance syndrome’
Oct.
2 Stakeholders were identified and recommendations is still not overcome;
2002
’ Meeting were set. The perspective of INSET is not decided yet,
in other words, how extend this programme
can be targeting, only mathematics and
science or covering all other subjects is not
clear;
Strengthening the network system with other
stakeholders is necessary.
Staffs of Domasi College of Although the data collected was good as the
Education (DCE) were given a first study, it was not enough to support the
research opportunity so that it development of INSET curriculum so that the
strengthened their research ability; futher study is prerequisit for the next step;
By inviting counterparts from Analytical tools and a logical framework need
SMASSE Kenya to support data to be improved;
analysis, the regional cooperation
was promoted;
The following baseline data was
collected;
General information such as teacher
qualification, experience,
Nov.- Needs
specialization and subjects actually
3 Dec. Assessment
teaching;
2002 Survey
Teachers’ and students’ attitude in
Mathematics and Sciences towards
new curriculum, assessment and
teaching methodology;
Topics that teachers and students
find difficult;
The factors which make students
like/dislike Mathematics and
Sciences;
Possible ways of improving
performance in Mathematics and
Science.
The identified issues of mathematics The draft of TOR was not approved and
and science in secondary education constituted by stakeholders due to the lack of
through Needs Assessment Study authority to commit issues at policy level;
were reported and shared with
The 2nd stakeholders;
Dec.
4 Stakeholders Through the discussion among
2002
’ Meeting stakeholders on the draft of Terms of
References (TOR) (See Annex 1) in
which overall programme design was
specified, a sense of ownership and
commitment were promoted.
Coordination
Jan. in the
Revise the TOR originally made in October 2002 to be approved by the Ministry
5 2003 Ministry on
Identify the list of members of steering committee and technical committee for the programme
～ TOR with
New PS
10
Receive and discuss a report on the Needs Assessment Survey for the pilot project
WSSD
Mar. (baseline study data) and suggest the way forward;
6 Follow-up
2003 Approve ToRs and working schedule for the INSET programme for each stakeholder;
Meeting
Formulate the Steering and Technical committee for the project.
INSET Involvement of Qualified Secondary Shortage of DCE staffs seems to be perpetual;
National Teachers in the Pilot area and SSTEP Enough budgets for INSET are not surely
Trainers’ area supervisors as core members of secured;
Training INSET National Trainers; No clear policy or guidelines of INSET for
Apr.
7 Joint Cooperation with SSTEP Project secondary teachers.
2003
Workshop (CIDA);
with Budget Planning at DCE and SEED
SMASSE for INSET activities in the next fiscal
Kenya year.
Meeting Ensure the JICA Policy toward
with MoEST SMASSE INSET MALAWI and
on the JICA Necessary undertakings by Malawian
Aug.
8 Rolling Plan side for the way forward;
2003
for Identify memberships and roles of
Education Steering Committees and Technical
Sector Committee.
Capacity in INSET Management for Implementing capacity of DCE in terms of
SMASSE Malawi core trainers was school calendar and shortage of staffs;
strengthen; Vulnerable management structures (no-full
Inset curriculum, materials and time staffs in both Ministry and DCE);
information collection for further Lack of pro-active based attitude for
Sep. improvement were verified; preparation;
9 Trial INSET
2003 Africa Regional Cooperation under Problem awareness for further quality
SMASSE-WECSA was promoted; improvement;
Ownership was strengthen; Need to build sustainable funding system;
Some cost-sharing was achieved; Need to create incentives for teachers to
Framework of cooperation with institutionalise INSET.
CIDA SSTEP was strengthen.
2. Evaluation of Trial INSET (Sep. 2003)
1) Purposes
The purposes of this TRIAL INSET were as follows;

① To strengthen the capacity of National Core Trainers of SMASSE Malawi in INSET planning,
management and evaluation by conducting TRIAL INSET;
② To verify the validity of INSET curriculum, lesson plans that were made for this workshop so that
they can be improved for further activities;
③ To promote African Regional Cooperation between Malawi and Kenya.
2) Expected Outputs
The followings were expected outputs in order to achieve the above three main purposes.
1)-1： National Core Trainers of SMASSE Malawi shall learn logistical procedures in planning
INSET programme and running training workshop;
1)-2： National Core Trainers of SMASSE Malawi shall enhance self-confidence in planning and
management of INSET as well as sense of ownership through conducting TRIAL INSET;
2)-1： Developed INSET curriculum and lesson plans shall be tested their validities;
2)-2： Information for improving INSET curriculum shall be collected;
2)-3： Teaching methodologies based on ASEI/PDSI shall be more sensitised among participant;
11
3)-1： Knowledge and experiences for the lesson reform shall be shared with Kenya SMASSE Team;
3)-2： Human resource networks under SMASSE-WECSA Association shall be strengthen among the
members of SMASSE Kenya, MoEST Malawi, and National Core members of SMASSE
Malawi.
3) Programme
5 days: 1st – 5th September
＜Summary of Main Activities on each day＞
1st Day： Setting up the workshop with lecture-based seminar
2nd Day： ASEI Lesson exposure by National Core Trainers followed by peer
3rd Day： Developing lesson plans based on ASEI and holding lecture-based seminar
4th Day： Peer teaching based on lesson plans for further improvement and holding seminar
5th Day： Exposing lessons developed at neighbouring secondary schools and wrapping up the
workshop
4) Evaluation of Action Plan of Preparation for Trial INSET

It cannot to be said that the actual practice of action plan, which was made by strong initiatives
from Malawian counterparts as mentioned above, was on/along the schedule. Table 3 shows evaluation
for each activity.
▼ EVALUATION OF IMPLEMENTATION ABILITY OF ACTION PLAN
Activities Evaluation
a Set up College Based INSET Committee ◎
b Further Baseline Study ×
c Finalise INSET Curriculum ×
d Develop INSET Modalities △
e Subject Group Meeting △
f Develop Training Manuals ×
g Plan Lessons (resources) △
h Procurement of Materials ○
j Peer Teaching Among Core Trainers △
k INSET Programme ○
l Identify Trainees from Secondary Schools ○
m Invitation of Trainees ○
◎ ：Done on schedule
○ ：Delayed to implement, however, there was no negative impact on programme
△ ：Delayed to implement so that there were negative impact on programme
× ：Not Done
“Setting up college based INSET committee” was the only activity done on/along the action plan. All
other preparations were delayed to practice or never done.
This report should point out, especially, that there are three activities undone; 1) Further Baseline
Study; 2) Finalise INSET Curriculum; and 3) Develop Training Manuals. Concerning to 1), the
12
proposal made by DCE came out; however, it was after the middle of July so that time could not allow
us to conduct. Moreover, there was inconsistency between expected outputs and its study approach.
About 2), the INSET curriculum for this TRIAL INSET was developed but the comprehensive one for
each subject has not completed yet. And there is almost no progress on activity 3). It suggests that more
effective and structured technical assistance is necessary in these areas to avoid to be forced to manage
INSET at day-to-day basis in the future.
Besides, the activities which are evaluated as “○” – delayed to implement, however, there was no
negative impact on the programme – also should be reflected on the way forward, otherwise, it can be
understood that “if there was no problem, it was not problem” but this logic is really lack of critical
thinking.
5) Evaluation of Implementation Ability among National Core Trainers

a) Methodology
On the final day of the workshop, wrap-up discussion was conducted by all participants and in
which one of the main purposes of the workshop – strengthening the capacity of INSET management
among core trainers and its evaluation – was explained again and had an open discussion. After that,
evaluation questionnaire (Annex 4) was distributed with instructions from facilitators to participants for
filling the form.
b) Mean of Evaluation Score

There are two categories in evaluation form; 1) Plan, and 2) Do. Contents of evaluation and their
indicators are as follows.
4: Excellent, 3: Very Good, 2: Good, 1: Average, 0: Below Average
3.5 ≤ M ≤ 4.0: Attained, 2.5 ≤ M ≤ 3.5: Attaining, 0.0 ≤ M ≤ 2.5: Needs Effort
▼Evaluation against implementation ability among National Core Trainers
Category Contents of Evaluation Mean
Overall 3.077
P1 Appropriateness of INSET Programme/Work Plan 2.913
P2 Appropriateness of INSET materials 3.391
P3 Arrangement of facilities and equipment used in INSET workshop 3.130
P4 Local availability of INSET materials 3.087
P5 Demonstration of appropriate INSET 3.130
P6 On-time distribution of INSET materials along the programme 2.609
P7 Participation approach in planning INSET programme 2.826
P8 Fairness of roles taken by each core trainers 3.130
D1 Management capacity along INSET programme 2.870
D2 Time Management 2.565
D3 Appropriateness of usage of local available resources 3.217
D4 Effective and efficient usage of INSET materials 3.217
D5 Participation approach in implementation of INSET programme 2.957
D6 Effective facilitation of sessions 3.304
Harmonised and collaborative relationships among core trainers, participants and support
D7 3.304
staffs
D8 Ensuring participations of trainees 3.391
D9 Ensuring training evaluation on appropriate time 3.261
13
Overall
4.000
D9 P1
3.500
D8 3.000 P2
2.500
D7 2.000 P3
1.500
1.000
D6 0.500
P4
0.000
D5 P5
D4 P6
D3 P7
D2 P8
D1
c) Analysis
＜Overall＞
All indicators show “Attaining” stage. The ability to conduct INSET of SMASSE Malawi National
Core Trainers was evaluated as “Fair” although this was the first INSET for them.
However, there can be observed some fluctuations in categories. Categories given less than “3” need
immediate action for improvement and the ones given more than “3” need further development.
＜Plan＞
Planning for the usage of INSET materials is obtained fairly high point of evaluation. However,
“P6：On-time distribution of INSET materials along the programme” and “P7: Participation approach
in planning INSET programme” are with the grade of lower than “3”. That can lead to comparative
lower score on “P1: Appropriateness of INSET Programme/Work Plan”.
＜Do＞
Indicators relating to human relationships such as “D6: Effective facilitation of sessions”, “D7：
Harmonised and collaborative relationships among core trainers, participants and support staffs” are
relatively high.
On the other hand, “D1: Management capacity along INSET programme” and “D2: Time
Management” reveal lower evaluation from participants. Insufficient preparations for the programme
and a lack of understanding about necessary roles undertaken by each trainer possibly affect negative
impact on these indicators.
Concerning to “D5: Participation approach in implementation of INSET programme”, it is
presumed that insufficient practices on planning stage could affect on implementation stage.
6) Evaluation of TRIAL INSET Workshop

a) Methodology
The Pre- and Post-Evaluation were conducted before and after this TRIAL INSET in order to assess
impact of this workshop toward participants. The Pre-evaluation was done on the first day soon after
morning break; however, it was not with appropriate instructions from core trainers so many invalid
answers or oversight of questions were found. Then, on the second day, that was taken again with
sufficient instructions. The Post-evaluation was conducted after the wrapping-up discussion on the final
day.
14
b) Valid Figures
Subject Pre Post
Mathematics 15 9
Science & Technology 7 4
Biology 8 5
Home Economics 4 4
Total 34 22
c) Results
A B C D E F
Ability to
Ability to
Ability to use Ability to handle under Ability to
evaluate
Contents of Consistency variety of develop poor apply and
pupils’
Evaluation purposes of teaching lesson plans conditions introduce
understanding
in each lessons and its methodologie and use local with local available
and teaching
category methodology s to help available experiment resources into
methodologie
understanding resources and teaching lesson
s of their own
materials
No. of
8 15 9 9 7 19
Questions
Criteria of Scoring
4: Strongly Agree, 3: Agree, 2: Not Sure, 1: Disagree, 0: Strongly Disagree
3.5 ≤ M ≤ 4.0: Can be sustained, 2.5 ≤ M ≤ 3.5: Positive but needs confirmation
0.0 ≤ M ≤ 2.5: Define change of attitude required
Math.
4.000 Pre Post
3.500 3.250 3.148 3.158
3.063 3.000 2.951
3.000
2.873
2.667 2.554
2.416 2.391 2.474 2.341
2.500
2.067
Grade
2.000
1.500
1.000
0.500
0.000
Overall Category A Category B Category C Category D Category E Category F
：Impact Evaluation of the Workshop (Mathematics)

Graph 1：
15
Science & Technology
4.000 Pre Post

3.500 3.219 3.083 3.107 3.079
3.063 3.056
3.000 2.833 2.815 2.810
2.533 2.429 2.508
2.500
2.390 2.246
Grade
2.000
1.500
1.000
0.500
0.000
：Impact Evaluation of the Workshop (Science & Technology)

Graph 2：
Biology
4.000
3.700
Pre Post 3.771 3.716
3.639 3.689
3.493 3.467
3.500
2.900 2.917 2.895

3.000 2.813 2.813 2.768
2.583
2.500
Grade
2.000
1.500
1.000
0.500
0.000
Graph 3: Impact Evaluation of the Workshop (Biology)
Home Economics
4.000 3.833 Pre Post
3.637 3.700 3.667
3.625 3.614
3.500 3.381
3.000
2.594
2.500 2.367
2.250
2.124
Grade
1.917 1.905
2.000
1.711
1.500
1.000
0.500
0.000
：Impact Evaluation of the Workshop (Home Economics)

Graph 4：
16
7) Achievements
Core trainers were capacity built in INSET Management;
INSET Curriculum, Materials and Information Collection for Further Improvement were
verified;
Africa Regional Cooperation Under SMASSE-WECSA was promoted;
Ownership was strengthened;
Cost-Sharing was achieved;
Framework for Cooperation with CIDA SSTEP Project was strengthen.
8) Challenges/ Remaining Issues

Tight School Calendar of DCE and insufficient Implementing Capacity in staffing;
Vulnerable Management Structure;
Insufficient ability of “Action/Implementation” on The Preparation for Workshop;
Deepening Awareness of The Issue for Further Quality Improvement;
Unfixed Funding System for Creating INSET Operation Cost;
Necessity of Creating Incentives for trainees (teachers) for Institutionalising INSET into
system.
3. Report SMASSE C/P training in Kenya

The third country counterpart-training programme comes under SMASSE-WECSA Association
Phase II Implementation Programme with the support of WSSD (World Summit for Sustainable
Development) where SMASSE-WECSA is registered with UN under type 2 Initiatives – as capacity
development for science and mathematics education in Africa.
<Participants>
Participants to this programme were both pre-service and in-service secondary school mathematics
and science teachers/educators. These people have direct contact with the classroom teachers who are
the primary focus on the programme since it wants to change the situation at classroom level.
There were 42 participants from 7 countries including: Zambia, Mozambique, Lesotho, Uganda,
Rwanda, Malawi and Nigeria, which came on an observer mission.
<Aims of the Project>

The following are the aims of the project:
To contribute to;
- The development of human resource who will promote the advancement of developing
countries;
- The promotion of mutual understanding and friendship among those who are concerned with
the training programme.
<Specific Objectives>
To enable participants to:
- Understand and practice ASEI/PDSI lessons;
- Develop both pre-service and in-service teacher training curricula and materials based on
ASEI/PDSI;
- Understand the importance of developing sustainable in-service teacher training system;
- Share and exchange innovative and promising classroom practice.
17
<Overview of the Training Programme>

The course was covered through various modes of delivery including lectures, lesson
demonstrations practical teaching, practical work and field trips. The course was divided into 4 themes;
one theme a week as follows:
*Week 1:
Attitudes: cross cutting issues with a heavy bias on attitude namely – gender issues in science and
mathematics education, new trends in maths and science education, adolescent psychology,
communication, INSET system construction work planning (PDSI approach), monitoring and
evaluation, country baseline survey reports, SMASSE and ASEI Movement.
*Week 2:
Subject based issues of attitude including difficult topics (country based); developing ASEI/PDSI
lesson plans for actualisation in Kenya school.
*Week 3:
Actualisation of ASEI/PDSI lessons in Kenya schools; evaluation and teaching improved lessons.
*Week 4:
INSET design matrix, (focus on Kenya SMASSE-WECSA experience), planning INSET
construction for individual countries, and INSET programme evaluation, evaluation of the training
programme.
<Details of Weekly Activities>

*Week 1
Baseline surveys
The findings of baseline studies carried out in Zambia, Kenya and indeed Malawi brought out a lot
of issues affecting mathematics and science education. The current INSET curriculum for
SMASSE-Kenya is developed from this survey, plus findings from follow-up survey by the curriculum
review committee. Of interest to Malawi, is the fact that Kenya found the second follow-up survey
necessary to determine what actually was the problem with the topics identified as difficult by both the
teachers and pupils. Malawi situation begs for a similar second survey even more. The first survey was
conducted when most schools, teachers and pupils had not covered much of the new curriculum;
meaning that many reasons were based on previous curriculum and anticipated problem areas. It is
intriguing, however, to see the consistency between teachers’ and pupils’ response on the identified
topics.
It is also heartening to know that where curricula are similar, the difficult topics tend to be the same
across the many countries in Africa obviously the countries in SMASSE-WECSA.
Following the baseline survey, SMASSE-WECSA categorised the many problems affecting
mathematics and science education into areas that SMASSE could handle and those it could not handle,
as they required policy changes by government. Issues affecting policy, finances (such as teacher
salaries), other than professional and pedagogical issues were directed to relevant authorities.
The second unique thing about the Kenya INSET curriculum is that it is addressing only issues as
that affects teacher professionals; pedagogy and related ones, e.g. attitude or improvisation because all
their secondary school teachers are either diploma holders ore graduates. Where shortfalls occur in staff,
the ones hired on temporary basis are teachers with A-level qualification. The question of content
mastery for the Kenyan situation and indeed INSET curriculum does not arise.
18
The Malawi situation is rather different. About 86% of secondary sector in CDSS where most
teachers are T2 teachers with only O-level and primary teaching certificates. The INSET curriculum in
Malawi can be made more relevant to the needs of both the teachers and pupil if and only if the aspect
of content mastery is incorporated into it.
INSET System Construction

Under INSET system construction, SMASSE-Malawi has adopted the key teacher strategy (cascade
model, but one direct cascade in the pilot phase) where selected teachers are trained and are expected to
pass on the knowledge and skills to others at cluster level. The initial experience of SMASSE-Kenya
following this model (more than two cascade) proved ineffective. There was distortion of knowledge
and dilutions. To minimise these negative side effects, SMASSE-Kenya has adopted the 2-Tier cascade
system in which national trainers train district trainers that in turn directly train classroom teachers at
district level.
The 2-Tier cascade system has the following advantages:

Accrual of the conceptualisation of practices of the teachers;
Increased collegial reflection of teaching practices emanating from increased teacher –teacher
interaction;
Building capacity in personnel;
Building physical facilities at district level INSET training/resources centres.
The INSET executing body at district level is the district planning committee which does so
entirely on its own which includes funding the INSET. However, national INSET team provides the
technical support. At district level, SMASSE-Kenya activities are funded locally from contributions
from fees paid by pupils in secondary school.
The District Education Officers (DEOs), head teachers, at district level have been know to lose
their jobs for not appropriating to SMASSE-Kenya these funds and if and when such funds have not
been accounted for.
Such a mechanism is a strong foundation towards making the INSET sustainable. The harmonious
relationship among the district INSET stakeholders has earned the name SMASSE-TRIANGLE:
Administration (DEO, Coordinator)
Sponsors (Heads Association, Technical Team (INSET

Parents, Providers) National Team)
SMASSE TRIANGLE
The Kenyan government has made a deliberate decision to isolate mathematics and science
education and give it prominence in their secondary school curriculum because of recognition of the
role these subjects play in national development in today’s world of advancement in science and
technology. Hence, such policies as getting a small portion of the fees to support science and maths
education are appreciated. The government could not charge extra fees towards SMASSE activities
19
because parents already have difficulties to pay school fees. This was possible for the government was
convinced by the practitioners that this mode was going to allow the powerful tool of INSET provision
to produce the desired results in science and maths education in schools.
It must also be said here that all trainees to these INSET at both national and district level are not
paid any allowances and it is not expected of trainers to do so. National trainers too do not get any
facilitation fees (allowances) because it is within the design matrix that this is their job already paid for
by their own salaries. However, their salaries have been hiked up a bit to take their new responsibility
into account.
District INSET trainers are actually practicing classroom teachers, who must do this job of training
over and above that of normal classroom teacher. It is for this reason that the trainers are given some
facilitation allowance only during training and only for the hours of training.
New Trends in Teaching Approaches

Examining new trends in teaching approaches, and methods in science and maths education, it was
understood that the ASEI/PDSI approach draws on the advantages from a couple of the approaches that
put pupils at the centre of teaching and learning activities with the teacher as a resource person actively
facilitating the learning process. Use of bridging activities, and small-scale experiments that link up
with the concepts; and improvisation where possible characterise the ASEI/PDSI approach. In this
approach, it is absolutely essential that the teacher adequately plans lessons and writes up these lesson
plans.
These lesson plans then facilitate the PDSI strategy where either the teacher of the lesson or team of
teachers evaluate the taught lesson against the lesson plan and improve on it. The question of writing
lesson plans is resented all over despite the proven worthiness of having it. Perhaps the reason for this
is the undue focus on exam-oriented teaching, where teachers openly challenge that they produce
distinctions at national examinations even without writing a lesson plan. This attitude begs the
question: Why do we teach mathematics and science?
In Malawian context, there is no deliberate Government policy that secondary school teachers
should not write lesson plans. Indeed one can ever pass his or her diploma or degree in education
without one since it is a primary requirement during mandatory teaching practice.
During school-based supervision of lesson delivery and indeed supervision at divisional level, no
supervisor ever insists on seeing a written lesson plan: nor would one be reprimanded for not having
one.
A written lesson plan must be ASEI/PDSI based lessons. It is therefore imperative for
SMASSE-Malawi to be very clear on what it expects of its maths and science teachers with respect to
written lesson plans.
Actualisation of an ASEI/PDSI based lesson without a written lesson plan is very difficult if not at
all impossible. In fact, it defeats the very essence of PDSI, which is considered the vehicle ASEI
compliant state.
Similarly, in the event that it insists on written lesson plans, it must be cognisant of the immense
challenge that the teachers will face in the initial stages before they have internalised the value and
essence of written lesson plans in their professional lives.
*Week 2
During the second week, the participants broke into their subject groups namely Physics,
Mathematics, Chemistry and Biology to focus on the issues that affect the subjects in greater detail.
Each subject group had two country representatives except for Uganda, which had one each for
Mathematics, Chemistry and Malawi which had one representative for Mathematics and Chemistry
respectively.
20
Where the activities demanded that each country discuss the issues and present a country situation
report, Malawi had quite some problem and what there were more of Malawian counterparts in the
subject group was required.
Drawing on the country baseline surveys and experiential knowledge, plus discussions from the
Kenya INSET several issues that affect Chemistry education were highlighted. These included the
followings:
Teachers’ inability to interpret the syllabus correctly resulting in teachers’ failure to relate the
curriculum objectives with the appropriate level of content;
Poor content mastery emanating from college background. For Malawi, this is attributed also to
basic lower academic qualification of teachers since most are T2 teachers;
Inadequacy of teaching and learning resources in the form of reference
material/apparatus/chemicals due to poor prioritisation by school management where more
focus is on capital formation rather than on a academic programmes.
Students highlighted the following issues among many:

Tackling the attitude problem through exposing participants to the INSET with opportunities to
engage in discussions where problems encountered in their topics are highlighted and solutions
developed by colleagues shared;
Provision of hands-on activities where a variety of experiments alternative to the conventional
ones requiring safety measures are given;
Exposure to improvisation techniques where participants are encouraged to be innovative and
reduce overspending on chemicals by carrying out small-scale experiments and using
improvised equipment and apparatus.
Participants were adequately inducted through improvisation; not so much on to how to generate
ideas of what can be improvised, but rather experiencing generation of improvised apparatus and
seeing it work. The improvised work was also evaluated for its sustainability as an effective bridge.
The role of ASEI/PDSI in Chemistry lessons was overemphasised, especially on the two aspects
of:
- Linking up the activity to the concept, which is called bridging, where results of the activities
facilitate the explanation of theories and concepts. Teachers should desist from involving
learners in activities that do not have any link with the theories and concepts to be learnt;
- Teacher’s self-evaluation of a lesson and student evaluation of a lesson. It was a key to the
ASEI/PDSI approach that the teacher provides and allows for evaluation of the lesson by
oneself or colleagues and also by the students. Several ways of carrying out such evaluations
were explored.
That one’s lessons being evaluated by others is not a pleasant experience initially. Often one tends
to be critical and defensive. However, lesson evaluation is not teacher evaluation though there is a thin
divide between the two.
When properly conducted and with time, this exercise becomes very rewarding and teachers begin
to look forward to it. In fact, experience has shown that in such cases, teachers actually deliberately
invite their colleagues into their lessons to help them evaluate the lessons so they can improve the
subsequent lesson deliveries.
In the Malawian context, Head of Departments and Head teachers have been given the mandate to
do this on a regular basis. There are problems associated with this arrangement, but it is one that must
be encouraged.
21
What is not practiced is the use of students to evaluate lessons. Teachers actually get offended
when students evaluate their lessons. Teachers question if at all the students are able to evaluate lessons.
Arguing that they do not have the competence to do so. However, students are strategically placed to
make very useful evaluation of a lesson.
The role of assessment

The role of assessment in enhancing teaching and learning in chemistry was also explored. To
achieve this there was a need for a clear identification of the expected learning outcomes and stating
them in measurable terms. Yet teachers rarely reflect on such as they teach. To increase validity and
reliability of test items, the use of table of specifications becomes imperative.
In the Malawian context, very few teachers ever develop their own test items using such a table of
specifications. Often test items are sub-standard or at best merely adaptations of MANEB (Malawi
National Examination Board) test items.
In fact, the skill to make proper test items using the specification table is a rare skill among secondary
school teachers.
Aspects of laboratory management, safety and techniques

Several aspects of Laboratory Management, safety and techniques were examined. Selected
examples of experiments perceived difficult and dangerous were highlighted and alternatives discussed.
It was agreed that the absence of qualified Laboratory assistants in some schools made this exposition
even more important for most teachers in our countries.
Teaching manuals
The rationale for the development of teaching and learning manuals for chemistry to supplement
the school textbooks was that such appropriate materials developed to meet classroom needs, facilitate
the full utilisation of teachers’ capabilities and help teachers to accomplish more and better results.
Teaching manuals are not a common feature in our schools but teachers’ guides where they exist
would compensate for their absence. Development of the same in Malawi would go along way in
helping the teaching of Physical Science since we do not have a complete textbook for the new syllabus.
Physical Science for Malawi book 1 & 2 are good substitutes for such a textbook.
The rest of the week was devoted to the development of ASEI/PDSI lesson plans in readiness for
the actualisation in the third week. These lesson were developed individually but were critiqued as a
group.
*Week 3
Hands-on experiences
The third week was spent on actually experiencing ASEI/PDSI in Kenyan schools. Participants
were given an opportunity to teach the lessons they developed in third week. These lessons were
critiqued and the participants re-taught the improved lessons.
The second lessons were greatly improved lessons, in fact, it was all joy on the part of the
participants and students as these lessons were taught.
Important lessons learnt during this time included the following:

The teacher must be open-minded and accept suggestions that colleagues give based on the
progress of the lesson, bearing in mind that it is not the teacher being critiqued but the lesson;
There is a lot of value in evaluating the lesson because even though the best lesson may have
been planned, there is always room for improvement.
22
*Week 4
Development of Country based INSET systems and INSET design matrix.
The fourth week was devoted to participants developing country based INSET systems drawing on the
experience from their countries and the training. This exercise was consolidated by a presentation on
INSET design matrix.
<Evaluation and Closing>

Finally, the participants evaluated the one-month training. All aspects of the training were
evaluated.
The training was officially closed by the Vice Chancellor of Jomo Kenyatta University, the
ceremony being graced by the Ambassador of the Philippines to Kenya, and the second secretary in the
office of the high commission of Mozambique to Kenya and the JICA country representative Kenya.
23
III. Presentation 2 - Experience of Secondary Teacher Training in Zambia –
1. SMASTE-ZAMBIA
1) Background of SMASTE (Strengthening of Mathematics, Science and Technology Education)
SMASTE-Zambia is a movement which was formed to explore the way of promoting teachers’
professional development in Mathematics, Science and Technology Education. Concerned parties in
Mathematics Science and Technology Education have initiated this after realising the serious decline of
teaching and learning of these subjects in classes at Secondary/High school level in Zambia.
The idea of SMASTE (Zambia) Movement was conceptualised during the regional conference on
Maths and Science Teachers College, Nairobi, Kenya from 19th to 22nd February 2001 (The 1st
SMASSE-ECSA Regional Conference).
Arising from this conference was the formation of an interim committee with the responsibility of
setting up SMASTE-ZAMBIA. The Interim Committee comprises in INSET (In-Service Education and
Training) unit of TED (Teacher Education Development) and INSET providers in the Ministry of
Education, Zambia Association of Mathematics Education (ZAME) and Zambia Association of Science
Education (ZASE), Zambia Association for Technology Education (ZATE), Secretariats (JETS) and
Lecturers from teacher Education Department of Mathematics and Science, University of Zambia
(UNZA) and Nkrumah Secondary Teachers College.
2) Vision Statement
Quality teaching fro enhanced learning in Mathematics, Science and Technology Education.
3) Mission Statement
To strengthen the teaching and learning of Mathematics, Science and Technology Education
through teachers’ driven Continuing Professional Development (CPD), research and exchange of
information nationally and internationally in collaboration with Mathematics, Science and Technology
related professionals, administrators and other interested stakeholders at all levels.
SMASTE-Zambia is jointly funded by Japan International Cooperation Agency (JICA) and
Ministry of Education, Zambia.
4) Goals
2) To develop and promote teachers’ continued professionalism (CPD);
3) To publicise to and sensitise the public about SMASTE and subject association;
4) To establish strong administrative support structures;
5) To establish financial support structures and revenue base.
5) Objective
1) To promote learner centred methods of teaching and context based approaches in teaching
Science and Mathematics;
2) To enhance professional interaction and exchange of ideas amongst Mathematics, Science and
Technology educators in and outside the country;
3) To develop teaching and learning materials for mathematics, science and technology;
4) To establish training courses for teachers of Science and Mathematics;
5) To build capacity within subject association by developing and strengthening collaborative
links.
24
2. ZASE (Zambia Association for Science Education)

1) Background of ZASE
Science teachers formed the Zambia Association for Science Education (ZASE) in 1968. This is a
professional teachers association arising from the fact that when a person finishes college s/he still
needs in-service training for effective teaching. However, its membership is open to any interested
parties in promoting quality Science.
The Ministry of Education recognizes the activities of the association and it falls under the TED
and Inspectorate Department. Since then, the association has been active in improving the teaching and
learning of science in Zambia.
In line with its constitution, the association has an executive, which is elected by paid up members
every two years and has a honorary president (Professor J.N. Zulu). Membership is drawn from all over
the country. The Provincial Senior Inspector of Science and provincial INSET providers help the
provincial ZASE executive, while the District Inspector of Schools help district committees.
2) Aims and Objectives

The aims of the association are among other things to:
- Promote co-operation among science educators in Zambia in order to raise the standard of science
education in Zambia;
- Provide a forum for discussion by science educators on matters of common interest;
- Popularise science;
- Co-operate and affiliate other associations and bodies with similar interest.
The objectives being to:

- Encourage exchange of ideas among educators through meetings, workshops, conferences, Junior
Engineers, Technicians and Scientist (JETS) exhibitions and similar activities;
- Publish Science Journals and Newsletters;
- Interact with all parties concerned with science and technology education within and outside the
country or region;
- Liase with Ministry of Education, Curriculum Development Centre (CDC), Universities, ZAME,
ZAGEDA and such other bodies concerning science and technology education.
3) Current Activities
ZASE has been restructuring its activities so that it can march it activities with current
developments in science and technology. Some of the activities we have been involved in being:
- Production of Newsletter and Broacher;
- Establishment of an office secretariat at National Science Centre;
- Collaborating with ZAME, JETS, UNZA, MOE, TRC’s, College and JICA/JOCV in the
production of a SMASTE-Zambia programme;
- Affiliating with regional and international associations like Commonwealth of Learning,
SAARMSTE, AFCLIST, CASTME and we are in the process of affiliating to Association for
Science Education in UK;
- Strengthening partnership with JOCV in the production of past exam papers and exam council
has just approved copyright permit;
- Holding teaching demonstration with some JOCV volunteers;
- Production of Teaching/Learning materials.
25
4) Future Plan
- Having a well organised ZASE at District and Zone Level;
- Constitutional review;
- Development of strategic plan;
- Promote and strengthen school based action research;
- Strengthen and broaden resource mobilization;
- Production of quality science journals and newsletter;
- Popularisation of ZASE in order to make members see the benefits of belonging to ZASE;
- Organise institutionalised effective teaching demonstrations;
- Networking the secretariat with other association within and outside the region;
- Common mock examinations for the whole country in affiliate school;
- Being part of the development and launching and effective SMASTE-Zambia programme;
- Working with other voluntary organisation such as JOCV, VVOB, FEMSA etc. in the
development of teaching and learning materials.
3. JETS (Junior Engineers, Technicians and Scientists)

1) Background of JETS
The JETS, established in 1968, is a national educational organisation which coordinates the
out-of-class co- and extra-curricular science and technology activities of the youth in Zambia.
It is a countrywide network. JETS is jointly funded by the Government through the Ministry of
Education, Ministry of Science, Technology and Vocational Training and the National Science and
Technology Council.
JETS provides modest grants to the eleven regional to carry out activities on issues of Science and
Technology Education in Zambia. The grant is disseminated to the Regional Education Organising
Committees through the Provincial Education Officer (P.E.O.) for each Province.
The JETS Secretariat is based at the School of Engineering of the University of Zambia. It is
managed by a Secretary and a deputy Secretary, both assigned by the Inspectorate of the Ministry of
Education Headquarters. The Secretariat has an administrative Secretary as well. The Patron of JETS is
the Serving Republican President.
2) JETS Vision
Popularised Science and Mathematics in Schools and Colleges as well as among out of school
youth through high quality projects in the form of prototype models, Olympiads and researched paper
presentations on topics relevant to National Development.
To ensure the production and display of innovative and high quality scientific and mathematical
projects that provides solutions to local problems.
3) JETS Goal
To promote and popularise science and mathematics education among all the youths.
4) JETS Objectives
- To broaden teachers’ knowledge about science and mathematics projects;
- To acquaint pupils in initiating and developing projects in science and mathematics;
- To constitute, through the National Science and Technology council, a refinement and quality
control committee for upgrading projects;
- To improve the awareness of JETS Activities among stakeholders (pupils in particular and the
public in general);
26
- To mobilise adequate revenue for JETS activities;

- To develop a JETS complex to host all JETS activities;
- To initiate and enhance collaborative partnerships with relevant stakeholders;
- To motivate professional volunteers to participate effectively in JETS activities;
- To monitor, evaluate and review JETS activities.
5) JETS Activities
To achieve its objectives and mission, JETS undertakes several activities including:
- Creation of JETS clubs in schools;
- Organisation of school, district, regional and national Science Fairs, Science Olympiads and
Quizzes;
- Conducting sensitisation workshops for stakeholders;
- Dissemination of scientific and technical information through the “JETS of Zambia” Newsletter
Publications;
- Providing technical and academic assistance to student projects.
6) Management Structure
The JETS Management Structure is composed of:
- A National Executive Committee (NEC) of fifteen recognised experts in the Science and
Technology field representatives of the Ministry of Education, Ministry of Science, Technology
and Vocational Training, the University of Zambia and the Forum for African Women
Educationalists in Zambia. The NEC is responsible for policy decisions, approval of work
programmes and recruitment for JETS Secretariat personnel and supervision.
- A Secretariat headed by the National Coordinator in charge of the day to day execution and
management of JETS programmes and activities. The Secretariat is comprised of a JETS
Secretary, assisted by a deputy secretary and served by an administrative secretary.
- A Steering Committee responsible for mounting the Annual National Fairs. The Steering
Committee is composed of chairperson of the following sub committees: Adjudication,
Accommodation, Catering, disciplinary, Prizes, Olympiads and Publicity.
- The Regional focal points in each of the eleven participating regions. These are Science or
Mathematics teachers appointed by the district focal persons to coordinate JETS activities in their
respective regions.
7) JETS Membership
Any person with interest in the fields of Mathematics, Science, Engineering or Technology
Education may be admitted as a member of JETS. Membership to JETS is extended to individuals and
institutions under the following categories: Honorary Fellow, Fellow, Corporate Institutions, Corporate
Associations, Corporate Companies, Member, Associate and Student.
8) Future Plans
- To strengthen school clubs by providing materials and support literature in school libraries;
- To focus on generating interest in science careers among girls;
- To provide industrial visits and attachments for teachers and pupils;
- To lobby line Ministries to include JETS objectives in their policy documents;
- To produce academic literature for sale;
- To closely monitor, evaluate and review all JETS activities;
- To collaborate with other associations with similar objectives;
- To effectively participate in international science Olympiads and fairs.
27
9) JETS Fairs
School Fairs: Schools organise their own JETS Fairs for club members. Winners of the school fairs
enter the district fair. Funds are provided by the club and school.
District Fairs: Districts organise their own JETS Fairs for schools in the district. Winners of the district
fairs enter Regional Fair. Funds are provided by levying schools for affiliation.
Regional Fairs: Regions organise their own JETS Fairs for the districts in the region. Winners of the
Regional fairs enter the National Fair. Funds are provided by Ministry of Education through the
National Executive Committee. There are 11 regions covering all the provinces of Zambia.
National Fair: The National Fair is held every year during the August school holiday. Funds are
provided by the Ministry of Education as an annual grant to JETS.
10) JETS Regions

There are eleven JETS regions. These are Central (6 districts), Copperbelt North (5), Copperbelt
South (5), Eastern (8), Luapula (7), Lusaka (4), Northern (12), North-Western (7), Southern “A” (6),
Southern “B” (5) and Western (7).
28
IV. Presentation 3 – Counterpart Training in Japan –
1. Practice of Science Education in Secondary Schools/Mr. T.J. Sanudi

Vision Statement
Malawi can achieve its goal of institutionalising and regularising INSET activities toward
developing a society that is technologically advanced
Goal and Objective

The course was designed by Hiroshima University in Japan to provide practical skills on science
experiments and observation to personnel involved in science education. The course provided training
programmes in Biology, Chemistry, Earth Science, Physics and Science Education.
Goal and Objective

Understand the system and teaching methodology of science education in Japan;
Acquire experimental and observation skills in science subjects;
Develop low cost teaching and learning materials for science and their practical application;
Design a teaching plan.
Course Activities
Lectures;
Science experiments;
Study tour;
School visits;
Individual training.
Achievements
Understand Japanese system of education;
Acquired experimental and observation skills in the teaching of science;
Develop a positive spirit of developing low cost materials for teaching science;
Designed a lesson plan in line with the knowledge obtained from the training;
Japanese education curriculum was based on short term goals and was revised frequently;
In Japan, South Africa and Kenya, teachers are highly motivated;
In Japan and Kenya, teacher-promotion is based on teachers’ classroom performance and
in-service;
Education system in Japan is highly decentralised.
Available Options
Institutionalisation of SMASSE Malawi;
Make curricula with short term goals;
Promote teachers based on classroom work;
Scrutinise new practices before adoption;
Share teachers’ initiatives.
Recommendation
Motivate teachers;
Establish a system to monitor, organise INSET.
29
2. IT for School Teachers and Staffs/Mrs. Kamala

Course Objectives
1) To understand the basics of computer hardware, software and the internet;
2) To utilise personal computer and the internet;
3) To utilise information and communication technology in primary and secondary school education.
Curriculum
1) Basics of information technology (IT): basics of hardware, software and network;
2) Computer literacy: operation of personal computer, database software usage, presentation using
computer, making multimedia teaching materials, internet usage (making homepage);
3) Advanced information technology: multimedia processing, soft-computing, signal processing,
control systems;
4) Real application of IT: small group exercise on IT at each laboratory;
5) Observation tour: visiting schools, universities and IT Projects related to education;
6) General orientation: introduction of Japanese politics, administration and economy, the land and
people of Japan, Japanese language, education and culture, and general information about Okinawa.
3. Local Education Seminar for Sub-Saharan African Countries/Mrs.

Chikondano C. Mussa
The general objective of the seminar was to give participants who are in charge of local education
administration in Sub-Saharan African countries opportunity to understand the Japanese system of
education administration with Sapporo city education board as a case study. This is on the lectures,
school visits, discussions, and other activities that were organised by JICA as part and parcel of this
course. The report makes a comparative analysis of some selected aspects of the Japanese education
system with those of Malawi, it highlights lessons learnt, aspects Malawi can adapt and apply to the
education system.
Our exposure to Japanese education system has been special and valuable because it has enabled us
to have a deeper understanding of the concept of a decentralised system of education administration.
We have appreciated the role of the constitution; the education act, regulations and statutes play for
make such a system succeed. Malawi will use the knowledge and experiences gained in this very
important seminar to improve the set up of local education administration system, which the
government is trying to put in place.
Although implementation of some aspects of the Japanese system will be very difficult to undertake
in our country due to reasons beyond our government’s and our people’s control, we are convinced and
are persuaded to conclude that the Japanese local education system administration stands out so highly
world over and is one of the best systems worthy emulating.
Course outline
- Lectures
- Study tours
- School visits
- Practical
- Discussions
30
Course Content
The course mainly focused on system administration and management with issues ranging from:
local education administration structure and set up, financing such a system in Japan, human resource
development and management, curriculum implementation and management, textbook policy, teacher
pre-service and in-service training, special needs education, social education, school lunch, lifelong
learning, school health, school safety, among others.
From these lectures and discussions we learnt that in Japan, the administration of the education is
the responsibility of local authorities and these include the prefecture boards of education which are
responsible for the running of universities and high schools while municipal/city boards are for
kindergartens and elementary schools. This set up is seminar to that of Malawi that has education
divisions similar in operation to the Japanese prefecture, and also has districts, which operates more ore
less like Japanese city boards of education. However, in Malawi the kindergarten is not under the
Ministry of Education but under Ministry of Gender and Women affairs. From these lectures, visits,
and discussions Malawi learnt a lot and this report brings the learning areas to the attention of high
authorities of the Malawi government for consideration, action and possibly also for implementation.
Learning Areas – Comparative Analysis of the cases of Japan and Malawi –

Teacher qualification, teacher pre-service and in-service training programmes
Teacher pre-service training in Japan is for 4 years and entrants for these courses end up with either
1st or 2nd degree. In some isolated cases, diploma teachers are employed in kindergartens. INSET is for
1) newly employees, 2) 5 years’ employees, 3) 10 years’ employees and principals, 4) 15 years’
employees and vice principals, 5) 20 years and head of department.
INSET programmes in Japan are very strategic, well designed, more focused than in many other
world system. The government of Japan ensures that all teachers undergo a proper pre-service and
compulsory INSET. Law enacts the INSET in Japan. This deliberate policy enhances teachers’ skills,
knowledge and competences and as such high quality designed curriculum delivery is ensured. These
INSET are organised at all levels of education structure from ,the Ministry of Education, prefectures,
and city boards of education. The central office subsidises heavily on making INSET to take place. It is
a requirement that the newly licensed teachers, those that have served for 5, 10, 15 and 20 years should
undergo these INSET. Noteworthy is also the fact that the city boards of education deploy reserve
teachers to take care of the classroom when regular teachers are out for orientations. School
administrators also have to take a compulsory INSET course tailor made for school administrators.
On the other hand, Malawi does not have formal kindergarten schools and therefore offers no
teacher training coursed for this level. The teacher training courses that are now in place in the country
are a reaction to crisis of teacher shortfalls in the system. Malawi has a two-year conventional for the
elementary teachers, and 3 to 4 years for the secondary levels. Those who go for the 3-year course get
out of college with a teaching professional certificate, and they come out as generalists while those who
do 3 to 4-year course get either a degree ore a diploma and they come out as subject specialists. The
introduction of free primary education which was in 1994 at the advent of multiparty democracy in
Malawi created a strain on human, financial and material resources and this in turn forced the
government to put in place teaching courses like MIITEP (Malawi Integrated In-service Teacher
Training Education Programme).
While Japan has graduate teachers across the system, graduate teachers in Malawi are only
deployed in secondary schools. The secondary school sector is so handicapped in terms of human
resources forcing education administrators to fish from the primary school pool of teachers, where they
are also suffering from acute shortage of human resources. While INSET in Japan is compulsory and
success story, Malawi struggles to organise similar INSET due to lack of expertise, material and
financial resource as well as due to poor teacher attitude toward such activities. In Malawi most often,
31
administrators of education system train on the job and this in some cases renders the system
ineffective at various levels.
Special Education
The Japanese education systems’ efforts on children with special needs equal that of normal
children. The system is so inclusive; it does not leave out the less able. The government has gone all
the way to provide nurse teachers to carry out bedside teaching to those children who are sick in
hospital. Regard is also given to different levels of disabilities in terms of curriculum design, material
and infrastructure provision as well as disabled pupil-teacher ratio that is 4:1.
Pupils with special needs in Japan go to separate schools. Despite the demerits that such system
might have, Japan has resolved to give the special needs students, in their special schools very high
quality of education. Malawi, on the other hand, pursues integration for children with special needs in
the regular schools with such cases. The teaching and learning materials for special education are very
scarce and expensive rendering the delivery of quality education very difficult indeed.
Textbook Policy
The Japanese education system provides books for every learner at every level and every year.
Books once given to a learner are no more government holdings. The onus of textbook provision in all
the schools lies squarely on the publisher and government. The government and the publisher provide
books twice within one curriculum cycle, and the shelve life of education books is 4 years. This can not
be compared to any African education set up. This therefore, means that curriculum implementation is
a success story in Japan. It also means that there is very high quality lesson delivery at classroom level.
In many African countries on the other hand, curriculum implementation always flops because of
lack of books. Although at face value the textbooks policy looks unachievable by many of us, the world
still has to learn volumes from the planning to the implementation phases of a curriculum cycle from
the Japanese experience.
Language Policy
The key of the great success story of Japan lies in the education system that is in place, and also the
medium of instruction that Japanese are using to transfer their knowledge, skills and competences from
the various sources to their learners. Many educationists and researchers are engaging in heated debates
on whether it is right or not to teach children in a local language. The Japanese case has proved that
knowledge can be transferred no matter in what subject area you want it, science, maths and everything
can be transmitted in the vernacular. The Japanese have shown the world that language develops
according to needs.
Similarities of Malawi and Japan

1) Ministerial functions and responsibilities are similar (e.g. issuing of policy guidelines);
2) Cost sharing mechanism at secondary level;
3) Decentralised set – up of the two systems: Japan has prefectures and city boards of education while
Malawi has divisions and districts;
4) Both systems do not have teacher appraisal system;
5) Examination hell.
Differences of Malawi and Japan

1) Japanese prefectures city boards of education, have autonomy while as in Malawi decentralisation
is yet to take place;
2) There is no inspection in Japan like in Malawi;
32
3) Japanese system of education is fully backed by law;

4) Teachers in Japan are unionised – they do not go on strikes.
Lesson Learnt
1. For Malawi as a Nation
1) being ambitious, 2) hard working spirit, 3) seeking for peace
2. The Education System

1) The autonomous decentralised system (local self governing bodies of education – ministry largely
renders advice, and assistance to local bodies of education, issues regulations and standards, and
curriculum guidelines);
2) School education law and statutes;
3) Social education (library law, museum law, law for promotion of youth classes, sports promotion
law);
4) Education law – e.g. law concerning national treasury share for encouraging school attendance of
pupils having financial difficulties, law for promotion of science, private school law, local
autonomy law, local finance law.
Some things are not comparable; the Japanese system of education is a system for all – the sick, the
challenged, etc. If a child is sick and is hospitalised they still learn because government has deployed
teacher nurses who are always by a sick child’s bed side to teach them.
Hypothesis of Transferability
We cannot transfer everything Japan is doing into our education system, however, there are things
which I would propose to be considered for transfer into the Malawi system of education and these:
1) Autonomy of local boards and encouragement, it is also a source of creativity;
2) The laws of education which aim at quality improvement should also be considered;
3) Unionisation of teachers – where teachers do not concern themselves with political issues;
4) Community integration;
5) Develop a cohesion between the Ministry of Education and Health;
6) Teacher payments – improved salaries;
7) Textbook policy, and more especially the pupil:book ratio which in Japan stands at 1:1
Policy Implications
For Malawi to transfer, adopt or adapt some aspects from Japanese system, there are some policy
implications, e.g.
1) We need to train a lot of teachers for us to be able to lower our pupil:teacher ratio which now stands
at 60:1
2) We have to build a lot of infrastructure.
33
V. Plan for the Next SMASSE INSET MALAWI
1. Listing of Remaining Issues/Challenges and Activities

Having identified achievements and challenges in the morning session, participants could have
reviewed SMASSE activities in the past one and half years. In the afternoon session, the plan for the
next was discussed. First of all, all participants were welcomed to present any ideas through brain
streaming to list remaining issues/challenges and necessary activities to solve them. Then, key players
or responsible agency to deal with each activity were identified.
Table below is the summary of the discussion.

Remaining Issues/Challenges Necessary Activities/Items to be covered Responsible Agency
1 Allowance for Trainees Divisional Education Offices should put MoEST(SEED)
necessary cost on Budget planning
The government/ministry should diverse MoEST
planned budget that ensure to carry out
INSET
2 Institutionalisation of Having a secretariat MoEST/DCE/
SMASSE INSET Having a national identity MoEST
MALAWI Having established full time staff for MoEST/DCE/SEED
INSET
DCE submits proposal on INSET DCE
establishment to MoEST through DTED
SEED to provide staff to SMASSE Malawi MoEST(SEED)
on administrative improvement
Enacted by parliament (enactment of MoEST
in-service training education)
3 Cost-sharing and Accommodation MoEST/DCE/Host
budgeting institutions (Secondary
Schools)
Transport MoEST/ DCE /JICA
Training Materials JICA
Food JICA
Communication DCE/JICA
Allowance MoEST/DCE/JICA
Human Resources (Facilitator) MoEST/DCE/JICA
4 Training of National More displacement to SMASSE-WECSA MoEST
Trainers
5 Monitoring & Evaluation Institutionalisation of a monitoring and MoEST(SEED)
evaluation system
Develop monitoring instruments DCE/MoEST/JICA
6 DCE staffing in Faculty Recruiting and retaining staff in the faculty MoEST/DCE
of Science
7 Developing training Developing INSET curriculum DCE/MoEST/JICA
manuals
8 Confirming TORs of MoEST
stakeholders
9 Conducting Further DCE/MoEST(SEED)
Baseline Study /JICA
10 Creating incentives, Linking career development with training MoEST
motivations for trainees (promotion, salary increments, issuing
certificate according to times of
participation, etc.)
34
Sensitisation, publication of SMASSE, DCE/MoEST/JICA

newsletter, publication by division, circular,
e-mail, e-media, etc.
11 Involvement of relevant Lobbying to MANEB, Teaching Service DCE/MoEST(SEED)
stakeholders Commissions, etc.
12 Improving attitude All stakeholders
toward science and
mathematics
13 Scaling up SMASSE MoEST/DCE/JICA
activities
14 Developing INSET MoEST/ DCE/JICA
Curriculum
15 Developing Plan of MoEST/ DCE/JICA
Action
This workshop intended to develop the SMASSE INSET MALAWI Plan for 2004-05, however,
due to the active discussion and time constrains, we could not put these future activities on the
timeframe. Therefore, we suggested and agreed to make the draft of time schedule for SMASSE
INSET MALAWI Action Plan after the workshop, and will propose it to relevant stakeholders before
finalising.
2. Proposed Action Plan for SMASSE INSET MALAWI in 2004-06

1) Categorisation of activities for the future
Based on the output of the discussion about future activities, we could categorise the list above into
three levels: 1) Policy, 2) Policy and Technical, and 3) Technical Level, in approaching to attain our
goal that is to establish sustainable INSET system for development of teacher education at secondary
sub-sector level. In addition to items listed above, the following activities that are missing in the
discussion would be also critical for INSET implementation.
Technical Committee;
Steering Committee;
Stakeholders’ Meeting/SMASSE Fair;
Conducting INSET training.
They could be categorised into three as follows as well.

Policy Level Policy & Technical Level Technical Level
1. Allowance for Trainees 5. Monitoring & Evaluation 4. National Trainers’ Training
2. Institutionalisation of 10. Creating incentives, 7. Developing Training Manuals
SMASSE INSET MALAWI motivations for trainees
3. Cost-sharing and budgeting 12. Improving attitude toward 9. Conducting Further Baseline
science and mathematics Study
6. DCE staffing in Faculty of 15. Developing Plan of Action 14. Developing INSET
Science Curriculum
8. Confirming TORs of Stakeholders’ Meeting/SMASSE Conducting INSET training
stakeholders Fair
11. Involvement of relevant Technical Committee
stakeholders
13. Scaling up SMASSE Steering Committee
activities
35
The Annex 2 is showing proposed action plan for SMASSE INSET MALAWI in 2004-06 based on
the necessary activities raised in the discussion and the categorisation presented above.
The duration of the plan is from April 2004 to March 2007 (3 years). The technical assistance from
JICA and SMASSE-WECSA in Kenya will be composed of long-term experts in Education Planning
and SMASSE INSET coordinating and short-term subject based experts. There are several challenges
that will not be able to solve in the short-term such as cost-sharing, assignment specific personnel who
are expected to work on INSET activities alone. Those things will set targets timeframe, and then will
be reviewed regularly (around July, August every year) by the discussion of MoEST and JICA in the
Steering Committee or the Aid Talk.
These are demonstrated by the sign of in the Action Plan.
2) The Proposed QUICK Way Forward
Budgeting INSET activities

Between March and June is the season for planning of budget in the next fiscal year. Without an
appropriate planned budget allocation, INSET activities will be ended in just “on the plan”. Key
persons such as the Divisional Education Manager and the Planner in the South East Division, the
Principal and the Deputy Principal of Domasi College of Education and the planner in budgeting
section of the Ministry headquarter should be responsible for dedicated consideration.
Approval of TORs for Technical and Steering Committee

The draft of TORs for technical and steering committee was developed in August 2003. However, the
follow-up meeting has not been set on the schedule yet. Launching these two committees surely leads
this SMASSE initiative to stand at the starting point. Relevant departments, which are expected to play
a leadership role, are recommended to take action for it.
Finalising Action Plan

The Action Plan is still at immature status. The actual activities will start from April or some need to
get started earlier for its preparation. Therefore, this plan should be finalised as soon as possible. This is
also referring to get TORs finalised for launching two committees mentioned above, and in which the
Action Plan would be given an endorsement.
Preparation for the further Baseline Survey

The workshop recommended to conduct the further Baseline Survey, which need to be more dedicated,
detailed, class-room and teacher, student-based than the previous one that was to study overall issues in
science and mathematics teaching at secondary level. The second week of Term 2 of this year was
suggested so that we have to sit down and plan for it immediately.
36
VI. Evaluation of the Workshop

1. Results of Evaluation
At the end of the workshop before closing remarks were given, evaluation for the workshop was
conducted by structured questionnaires (See Annex 3). The purpose of this questionnaire is to evaluate
this SMASSE INSET MALAWI review workshop in planning and management for further
improvement. The questionnaire is composed of two categories: Evaluation of 1) Planning Ability, and
2) Management Ability as follow:
1) Planning
Contents of Evaluation
P1 Clearness of Purposes
P2 Appropriateness of Agenda/Plan for Attaining Purposes
P3 Adequateness of Materials
P4 Inclusiveness of Participatory Approach
P5 Appropriateness of Venue
2) Management
Contents of Evaluation
M1 Accomplishment of Programme
M2 Time Management
M3 Appropriateness of Presentation Materials and Equipment
M4 Utilisation of Participatory Approach
M5 Effectiveness of Facilitation
M6 Relationship of Facilitators and Participants
M7 Extent of Understanding about SMASSE INSET MALAWI
M8 Extent of Understanding about Future Activity of SMASSE INSET
M9 Extent of Understanding about Lessons Learned through C/P Training in Japan
M10 Extent of Understanding about Application of Counterpart Training in Malawi Scenario
Evaluation score is given in accordance with the level of agreement toward the statement of
questionnaire as 0 for Strongly Disagree, 1 for Disagree, 2 for Not Sure, 3 for Agree, and 4 for Strongly
Agree. The higher score it is given, the more positive evaluation it is for each aspect of evaluation.
No. of
Score=> 0 1 2 3 4 n/a Response
P1 2 1 13 17 33
P2 1 4 14 14 33
P3 2 3 13 14 1 33
P4 1 3 5 12 8 4 33
P5 1 5 3 10 13 1 33
M1 3 7 12 8 3 33
M2 2 9 6 6 8 2 33
M3 1 8 13 9 2 33
M4 2 6 3 16 5 1 33
M5 1 9 14 8 1 33
M6 2 9 8 13 1 33
M7 2 10 20 1 33
M8 1 2 7 10 10 3 33
M9 3 12 17 1 33
M10 7 14 11 1 33
37
The table above is demonstrating the absolute number of each contents of evaluation. The score that
is highlighted is the mode of distribution.
The figure below is showing the mean of each evaluation. Indicators or ranges to assess the
attainment of each evaluation are as in the box.
P1 3.3636 3.5 ≤ M ≤ 4.0: Attained,

P2 3.2424 2.5 ≤ M ≤ 3.5: Attaining,
P3 3.2188 0.0 ≤ M ≤ 2.5: Needs Effort
P4 2.7931
P5 2.9063
M1 2.8333
M2 2.2903
M3 2.9677
M4 2.5000
M5 2.9063
M6 3.0000
M7 3.5625
M8 2.8667
M9 3.4375
M 10 3.1250
2.0000 2.2000 2.4000 2.6000 2.8000 3.0000 3.2000 3.4000 3.6000 3.8000 4.0000
Having had the result and criteria mentioned above, the overall evaluation could be summarised as
follows.
1) Planning
Contents of Evaluation Evaluation
P1 Clearness of Purposes Attaining
P2 Appropriateness of Agenda/Plan for Attaining Purposes Attaining
P3 Adequateness of Materials Attaining
P4 Inclusiveness of Participatory Approach Attaining
P5 Appropriateness of Venue Attaining
2) Management
Contents of Evaluation Evaluation
M1 Accomplishment of Programme Attaining
M2 Time Management Need Effort
M3 Appropriateness of Presentation Materials and Equipment Attaining
On the border of
M4 Utilisation of Participatory Approach Attaining and Needs
Effort
M5 Effectiveness of Facilitation Attaining
M6 Relationship of Facilitators and Participants Attaining
M7 Extent of Understanding about SMASSE INSET MALAWI Attained
Extent of Understanding about Future Activity of SMASSE
M8 Attaining
INSET
Extent of Understanding about Lessons Learned through C/P
M9 Training in Japan Attaining
M10 Extent of Understanding about Application of Counterpart Attaining

Training in Malawi Scenario
38
The table below is the summary of comments and suggestions as they are in original writing.
Comments/Suggestions on Management of the

Comments/Suggestions on Planning of the Meeting
Meeting
<Encouraging Response as a Lesson for the next> <Encouraging Response as a Lesson for the next>
 Purpose 2: source report on training did not  On issues to be done- no action sheet was drawn
express what actually was learnt and how it can be and date has, however, the workshop was nice
helpful to a Malawian scenario; and well prepared, effort was really put on the
 Time was not enough; operation;
 Venue was noisy sometimes for students make  Punctuality should be observed by all concerned,
noises; time is a very important resource;
 Planning was fine, except for starting late;  Satisfactory, but is room for improvement,
 The venue was not appropriate because there were especially in the sector of time management;
disturbances from outside;  Time is too long to digest everything;
 Time management, too many issues left hanging,  Very educative, the meeting could have been
e.g. development of action plan; done in two days;
 The Japanese experiences what these mean to  Needed a little more putting for discussion;
SMASSE-Malawi;  Meeting well managed, and it shows a good
 Presentation limiting themselves to question and stand for way forward;
answer without exhaustive discussion.  Too much content learnt;
 No system to absorb and apply what has been
<Positive Response> learnt;
 The meeting plan was very good.  SMASSE Malawi as a project vs. integration into
the mainstream MoEST system.
<Positive Response>
 Thank you for all your work! Well done!
 Through I have attended the meeting for the first
time, it is touching proper direction towards the
teaching of mathematics and science by
involving neighbouring countries;
 Well managed.
2. Problem Analysis
1) Planning of the Workshop
Problem Analysis 1
Fact All five aspects gained “attaining”, however, P4: Inclusiveness of participatory
approach, and P5: Appropriateness of venue should be carefully considered in the
future for their relative lower scores;
Problem Factor On the process of planning, not much consideration was given to participatory
approach, so that “one-way presentation” occupied programme;
There was no alternative on the selection of venue in terms of the capacity of
size to accommodate expected number of participants.
Possible Solution To include the concept of “Participatory approach” from the planning stage
any kind of types of workshop is planned;
To ensure surrounding atmosphere in both morning and afternoon before
fixing venue. If there is no alternative, necessary undertakings should be
considered on the day of meeting
39
Problem Analysis 2
Fact  The plan for time schedule seemed to be too tight to cover all programmes;
 Combination of two main purposes: 1) reviewing SMASSE INSET
activities, and 2) sharing experiences and knowledge through counterpart
training made some of participants confused to associate with main messages
of this workshop.
Problem Factor Too much content, especially two big purposes, was planned in the one-day
workshop.
Possible Solution To focus on one big purpose for one-day workshop.
Problem Analysis 3
Fact The plan for time schedule seemed to be too tight to cover all programmes
Problem Factor Too much content, especially two big purposes, was planned in the one-day
workshop.
Possible Solution To focus on one big purpose for one-day workshop.
2) Management of the Workshop
Problem Analysis 1
Fact Time management is critical issue to consider for each of core trainer/organiser of
the workshop
 Opening was delayed for an hour;
 Some of the session over consumed time allocation;
 Some of participants are lacking a sense of punctuality;
Problem Factor Rapport between facilitators/organisers and support staffs (in this case, a
driver) was not good enough to deliver participants from Zomba to Domasi to
start the workshop on time;
A few of core trainers were really engaged in and conscious of time
management, and made maximum efforts to deal with it;
Participants have embedded this problem – lack of sense of time consciousness
– on their own.
Possible Solution To have a dedicated and careful pre-meeting between core members and
support staffs is necessary on the preparation stage;
Each of core trainers/organisers should have a sense of ownership and
responsibility on facilitating the meeting/workshop of INSET;
Before starting meeting/workshop, strong appeal being punctual to participants
is recommended.
Problem Analysis 2
Fact “Action Plan for SMASSE INSET MALAWI in 2004-06” was not finalised in
terms of the failure of putting all listed proposed activities on time table.
Problem Factor Time was not enough;
Too much time was consumed for brain storming.
Possible Solution To take more time for developing action plan or similar activity in the next;
40
To have more careful pre-meeting among facilitators on this kind of session for
the better handling of diverse opinions coming up from participants.
Problem Analysis 3
Fact Lack of system to apply lessons learned through counterpart training into
Malawian context.
Problem Factor No follow-up system;
No obligation for counterpart trainees to do something that relates to course
contents and their job after they come back to their own places;
Large gap in education system and situation between Japan and Malawi, so
that it is difficult to apply it into Malawian situation;
This workshop could not provide any concrete and feasible suggestions for
participants to apply it to their own work.
Possible Solution Regular follow-up or monitoring system should be conducted by MoEST and
JICA;
Obligation should be deposited on the process of selection; the head of
trainees’ belonging institutions should allocate appropriate job responsibility
that enable them to maximise their experience and knowledge gained through
counterpart training;
Contents of each counterpart training should be reviewed and at the same time,
need to consider the validity of each course in terms of applicability into local
context;
To take more time for participants to discuss and list up possible action
through counterpart training.
3. Achievement Evaluation on Expected Outputs

The table below is to evaluate how much this workshop could achieve in terms of its expected
outputs.
Level of
SMASSE INSET MALAWI Remarks
Achievement
Abstraction of achievements, lesson learned and
1 remaining challenges of SMASSE INSET Malawi ◎ See II. 1. 3) of this report
activities in 2002/03
Understanding of achievements, lesson learned through See evaluation “M7”
2 Trial INSET which was conducted in September 2003 ◎
for the future implementation of INSET above
Failed to finalise in the
workshop. The proposal
3 Development of Action Plan for 2004/05 × was done after. See
Annex 2.
Counterpart Training
Sharing experience and knowledge learned through
1 counterpart training programme in Kenya and Japan with ◎ See evaluation “M9”,
“M10” above
other colleagues
Listing up recommendation to apply these into each daily Failed to have complete
2 work to strengthen effectiveness, redness and relevance × list of recommendation.
in education system of Malawi
41

Mar. 2004 - Smasse Inset Malawi Review - Main

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Mar. 2004 - Smasse Inset Malawi Review - Main

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SMASSE INSET MALAWI

II. Presentation 1 - SMASSE INSET MALAWI REVIEW -

1. Overview of SMASSE INSET Malawi Activities in 2002/03

3) Main Outputs and Challenges/Remaining Issues

Date Activities Main Outputs Challenges/Remaining Issues

The key principle of SMASSE MoEST needs to prepare SMASSE-INSET

The purposes of this TRIAL INSET were as follows;

4) Evaluation of Action Plan of Preparation for Trial INSET

5) Evaluation of Implementation Ability among National Core Trainers

b) Mean of Evaluation Score

6) Evaluation of TRIAL INSET Workshop

Overall Category A Category B Category C Category D Category E Category F

：Impact Evaluation of the Workshop (Mathematics)

Science & Technology

4.000 Pre Post

Overall Category A Category B Category C Category D Category E Category F

：Impact Evaluation of the Workshop (Science & Technology)

2.900 2.917 2.895

Overall Category A Category B Category C Category D Category E Category F

Graph 3: Impact Evaluation of the Workshop (Biology)

Overall Category A Category B Category C Category D Category E Category F

：Impact Evaluation of the Workshop (Home Economics)

8) Challenges/ Remaining Issues

3. Report SMASSE C/P training in Kenya

<Aims of the Project>

<Overview of the Training Programme>

<Details of Weekly Activities>

INSET System Construction

The 2-Tier cascade system has the following advantages:

Administration (DEO, Coordinator)

Sponsors (Heads Association, Technical Team (INSET

New Trends in Teaching Approaches

Students highlighted the following issues among many:

The role of assessment

Aspects of laboratory management, safety and techniques

Important lessons learnt during this time included the following:

<Evaluation and Closing>

III. Presentation 2 - Experience of Secondary Teacher Training in Zambia –

2. ZASE (Zambia Association for Science Education)

2) Aims and Objectives

The objectives being to:

3. JETS (Junior Engineers, Technicians and Scientists)

- To mobilise adequate revenue for JETS activities;

10) JETS Regions

IV. Presentation 3 – Counterpart Training in Japan –

1. Practice of Science Education in Secondary Schools/Mr. T.J. Sanudi

Goal and Objective

Goal and Objective

2. IT for School Teachers and Staffs/Mrs. Kamala

3. Local Education Seminar for Sub-Saharan African Countries/Mrs.

Learning Areas – Comparative Analysis of the cases of Japan and Malawi –

Similarities of Malawi and Japan

Differences of Malawi and Japan

3) Japanese system of education is fully backed by law;

2. The Education System

V. Plan for the Next SMASSE INSET MALAWI

1. Listing of Remaining Issues/Challenges and Activities

Table below is the summary of the discussion.

Sensitisation, publication of SMASSE, DCE/MoEST/JICA

2. Proposed Action Plan for SMASSE INSET MALAWI in 2004-06

They could be categorised into three as follows as well.

2) The Proposed QUICK Way Forward

Budgeting INSET activities