02 Smasse Inset Malawi Pilot Programme Progress Report Ii Main

- CONTENTS Abbreviation ................................................................................................................... 4 Acknowledgements ......................................................................................................... 5 1

Introduction .............................................................................................................. 6 1.1

Progress Report II: Rational and Purposes ........................................................... 6

1.2

Background to the SMASSE INSET MALAWI ................................................... 7

2

Review Of The Activities Before Joint Workshop In April ............................ 10 2.1

Summary of Major Activities during Oct. 2002- Mar. 2003 .............................. 10

2.2 Outcome and Remaining Issues through the Activities (Aug. 2002 – Dec. 2002) .................................................................................................... 12 2.2.1 Third Country Training Programme .................................................................. 12 2.2.2 The 1st Stakeholders’ Meeting ........................................................................... 13 2.2.3 Needs Assessment Study ................................................................................... 14 2.2.4 2.3

The 2nd Stakeholders’ Meeting .......................................................................... 14

Coordination in the Ministry on TOR (Jan. 2003 – Mar. 2003) ........................ 15

2.4 WSSD Follow-Up Meeting (Mar. 2003) ............................................................... 15 2.4.1 Observations ...................................................................................................... 16 2.4.2 Recommendations ............................................................................................. 17 3

National Trainers’ Training – Malawi-Kenya Joint Workshop .................... 18 3.1.

Workshop Objectives ............................................................................................. 18

3.2.

Workshop Participants .......................................................................................... 18

3.3. Preliminary Presentation - Formal Curriculum Design in Malawi - ................ 20 3.3.1 Some Definitions of Curriculum ....................................................................... 20 3.3.2. 3.3.3. 3.3.4. 3.4.

Images of Curriculum ........................................................................................ 21 Cyclic and Dynamic Interaction Curriculum Development Models ................. 21 Malawian Curriculum Development Model ...................................................... 22

Principle of ASEI/PDSI Lesson............................................................................. 23

3.5. Lesson Presentations .............................................................................................. 29 3.5.1. Mathematics Lesson Presentation from Malawi ............................................... 29 3.5.2. Mathematics Lesson Presentation from Kenya ................................................. 33 -1-

3.5.3.

Biology Lesson Presentation from Malawi ....................................................... 35

3.5.4. 3.5.5. 3.5.6. 3.5.7.

Biology Lesson Presentation from Kenya ......................................................... 38 Chemistry Lesson Presentation from Kenya ..................................................... 45 Physics Lesson Presentation from Kenya.......................................................... 47 Integrated Science Lesson Presentation from Malawi ...................................... 53

3.5.8. Biotechnology Lesson Presentation from Malawi............................................. 55 3.5.9. Human Ecology Lesson Presentation from Malawi .......................................... 57 3.5.10. Physical Science Lesson Presentation from Malawi ......................................... 61 3.6. Secondary School Visit........................................................................................... 63 3.6.1. Songani CDSS ...................................................................................................... 63 3.6.2. Saint Mary’s Secondary School ........................................................................ 65 3.7.

Major Issues in INSET Curriculum Development for Malawi.......................... 67

3.8.

Action Plan for the Next Stage .............................................................................. 70

4 ACHIVEMENTS AND ISSUES THROUGH THE JOINT WORKSHOP WITH KENYA .......................................................................................................................... 72 4.1. ACHIEVEMENTS .................................................................................................... 72 4.1.1. Common Consensus for Sustainable Development .............................................. 72 4.1.2. Formulation of the Structure for SMASSE Activities .......................................... 72 4.1.3. Budget Securing .................................................................................................... 73 4.1.4. Involvement of Secondary Teachers ..................................................................... 73 4.1.5. Collaboration with CIDA SSTEP Project ............................................................. 74 4.1.6. Restructuring Domasi College of Education ........................................................ 74 4.2. Issues........................................................................................................................... 75 4.2.1. When will Restructuring Be Done? ...................................................................... 75 4.2.2. Is the Restructuring DCE a Panacea for Filling the Gap? .................................... 75 4.2.3. How Much will really be Disbursed for INSET Activities? ................................. 75 4.2.4. How Can the Continuity Maintain at the Policy Level? ....................................... 75 5

SMASSE INSET MALAWI AND ITS FUTURE ............................................ 76 5.1. Scope of Technical Assistance .................................................................................. 76 5.2. Proposals for Technical Cooperation–Minimum Requirement But Wider Approach- ......................................................................................................................... 77 5.2.1. Supports to Education Sector by Other Development Partners ............................ 77 -2-

5.2.2. Issues of Supporting Education Sector ................................................................. 78 5.2.3. Supports to Education Sector by Japan ................................................................. 80 5.2.4. Proposed Schedule for Transforming into Programme-Based Support ................ 83 5.3. Outline of the Proposed Programme ....................................................................... 85 5.3.1. Component 1 – SMASSE INSET Malawi – ......................................................... 85 5.3.2. Component 2 – Administrative Capacity Building in Education – ...................... 88

＜Table & Figure> Table 1: Summary of Major Activities during Oct. 2002-March 2003 ....................... 10 Table 2: National Trainers’ Training Malawi-Kenya Joint Workshop Participants ............ 19 Table 3: Curriculum Development Model ............................................. 21 Table 4: Action Plan for Trial INSET ................................................ 71 Table 5: Comparative table of BLA and TCP .......................................... 76 Table 6: Budget Allocation for each sub-sector ........................................ 78 Table 7： Proposed Time Schedule for Transforming into Programme-based Support ......... 83 Table 8: Assessment of each Scenario ................................................ 84

Figure 1: Main Activities and their Objectives ......................................... 11 Figure 2: Curriculum Development Flow Chart adapted from (Kaperemera, 1990) ............ 22 Figure 3: Effects of ASEI & PDSI ................................................... 24 Figure 4: Concept of Programme Support to Education Sector in Malawi ................... 81

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ABBREVIATION

AfDB ASEI

African Development Bank Activity, Student-centred, Experiment and Improvisation)

BLA CDSS CIDA DECs

Budget for Promoting Local Activities Community Day Secondary Schools Canada International Development Agency Distance Education Centres

DEPs DFID DTED

District Education Plans Department for International Development Department of Teacher Education and Development

EMAS FPE GTZ

Education Methods Advisory Services Free Primary Education Gesellschaft Technischer Zussammenarbeit

INSET JICA KSTC MoEST

In-Service Education and Training Japan International Cooperation Agency Kenya Science Teachers’ College Ministry of Education, Science and Technology, Malawi

MPRSP OPC PIF PS SMASSE

Malawi Poverty Reduction Strategy Paper Office for Presidency and Cabinet Policy Investment and Framework Permanent Secretary Strengthening Mathematics and Science in Secondary Education

SMASSE-ECSA

Strengthening Mathematics and Science in Secondary Education – Eastern, Central and Southern Africa Strengthening Mathematics and Science in Secondary Education -Western, Eastern, Central and Southern Africa

SMASSE-WECSA SSTEP SWAp TCP TOR

Secondary School Teacher Education Project Sector Wide Approaches Technical Cooperation Project Terms of References

TOT UNFPA

Trainers of Training United Nations Population Fund

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UNICEF

United Nations Children’s Fund

USAID WB WSSD

United States Agency for International Development World Bank World Summit for Sustainable Development

ACKNOWLEDGEMENTS We would like to thank the Government of Malawi, through the Ministry of Education, Science and Technology (MoEST) for the support rendered to SMASSE activities in Malawi. We also sincerely thank JICA-Malawi for the moral, material and financial support rendered to us throughout previous SMASSE activities until now. In particular, we are grateful to Mrs. K. Yamamoto, Senior Volunteer (Domasi College of Education) and Mr. S. Nkoka, Aid Coordinator, (JICA-Malawi), We also feel equally indebted to JICA-Kenya and SMASSE-Kenya for the technical advice rendered to us before and during the Trainers of Trainers workshop. We would like to thank Management of Domasi College of Education for accepting to conduct SMASSE activities at DCE. To all Faculty of Science members, especially, Mr. Chimenya and Mr. Phaundi Shonga for their dedicated support, we are grateful for professionally conducting themselves during the workshop. We are also very thankful to Management of the South East Education Division (SEED) and the five schools within, namely, Zomba Catholic, Saint Mary’s, Mulunguzi, Likangala and Malosa for accepting to release their teachers who are part of the Trainers of Trainers in this pilot project.

Yoshihito NAKAYAMA Education Planning Adviser Ministry of Education, Science and Technology, Malawi /Japan International Cooperation Agency

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1 INTRODUCTION 1.1 Progress Report II: Rational and Purposes Since mid 1990s, we have witnessed that the phrase of “capacity building for sustainable development” obtains the civil right among all development partners who are involved in social and economic development in Africa. One of the trials to realise this development goal is the Pilot Programme for establishment of SMASSE INSET Malawi. This is a preliminary stage in order to launch and institutionalise the system in which the sustainable in-service training system for secondary teachers, especially strengthening mathematics and science subjects in Malawi will be established. Main activities have started in 2002 followed by conceptualisation and planning of the programme. The report titled “SMASSE INSET Malawi Pilot Project – its position and possibility –” and the PROGRESS REPORT I were published in December 2002 and in February 2003 respectively. The former report shows the situation analysis in secondary education and development after looking at the overview of education sector in Malawi and proposes programme-typed technical cooperation by JICA to support the institutionalisation of in-service training system for secondary education. The latter contributes to demonstrate the results of the 1st Needs Assessment Survey, the 1st and 2nd Stakeholders’ Meeting conducted during October to December 2002. Although part of the programme design has already proposed in the above two reports, reviewing the past activities and re-conceptualising the programme schedule or input for the effective management are surely worthwhile. Therefore, the rationales of this PROGRESS REPORT II are to:

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Review main activities between August and December 2002 to understand their outcomes and impact on the programme;
Report the “Malawi-Kenya Joint Workshop for National INSET Trainers of Trainers” conducted in March/April 2003 at Domasi College of Education;
Re-conceptualise SMASSE INSET Malawi Pilot Programme by process and management resource analysis; and
Recommend appropriate remedial action for the programme components for the way forward.

1.2 Background to the SMASSE INSET MALAWI In February 2000, the SMASSE Kenya Team conducted a regional study in Tanzania, Malawi and Zambia to see the possibility of regional cooperation targeting on the capacity building for science and mathematics education at secondary level. As outputs through this study, the dissemination of experiences of SMASSE Kenya towards other neighbouring countries by combination of the third country counterpart training and in-country training was proposed in the mid-/long-term support.

In August 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 in which 11 countries1 were invited to discuss about the issues that each 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.

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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. On the process of discussions for the regional cooperation with SMASSE Kenya, it was proposed that in Malawi, from the aspects of the necessity for urgent supports with immediate effectiveness and efficiency, establishing sustainable INSET system collaborated with the experience and know-how of SMASSE Kenya project but it would be applied in the context of Malawi’s conditions of existing teacher training system, contents of INSET and needs for training was assessed as effective. With this appraisal, the JICA Education Planning Adviser in Malawi visited the 3rd SMASSE National INSET in August 2001 to make plan for the Kenya-Malawi Joint SMASSE Workshop for the sensitisation of SMASSE approach to Malawi 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 INSET were 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 2003, two counterparts from Malawi (Mrs. Soko, Principle Education

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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 to make detailed schedule and action plan based on the original made in March. Having followed the action plan, stakeholders’ meeting and needs assessment survey were conducted in 2002.

2

Job titles for two counterparts are as of August 2003.

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2 REVIEW OF THE ACTIVITIES BEFORE JOINT WORKSHOP IN APRIL 2.1 Summary of Major Activities during Aug. 2002- Mar. 2003 Since the tripartite agreement was exchanged in March 2002 for the promotion of regional cooperation to support SMASSE INSET Malawi, several activities have been conducted. The table and figure below summarises main activities and their objectives during August 2002 and March 2003.

Table 1: Summary of Major Activities during Oct. 2002-March 2003 Year/Month Activities 1

Third Country Training Programme

2

The 1st Stakeholders’ Meeting

3

Needs Assessment Study

4

The 2nd Stakeholders’ Meeting

5

Coordination in the Ministry on TOR (especially with the New SEST)

6

WSSD Follow-up Meeting

7

National Trainers’ Training (Malawi-Kenya Joint Workshop)

2002 8

9

10

2003 11

12

1

2

3

★

★

★

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4

Figure 1: Main Activities and their Objectives Activity 1

THIRD COUNTRY TRAINING PROGRAMME: -

Activity 2

11 August – 7 November 2002

Upgrade knowledge and capability in the management of In-service training and apply the same to actual educational situations in Malawi.

THE 1st STAKEHOLDERS’ MEETING:

24 October 2002

- Sensitise stakeholders on the need for INSET provision and the INSET Pilot project in SEED; - Build the common consensus about the roles of each stakeholder in the INSET pilot phase; - Introduce the need for cost sharing during INSET activities; - Develop a sustainable model for the institutionalisation and regularization of the SMASSE INSET in Malawi.

Activity 3

NEEDS ASSESSMENT STUDY: 21-25 October, 4-8 November, 23 November-6 December 2002 - Identify the issues of teaching and learning science and mathematics in secondary education; - Identify difficult areas/topics in science and mathematics that need to strengthen/improve teaching and learning methodology through INSET - Study on relevance between study purposes for each topics and their teaching methodology;

Activity 4

THE 2nd STAKEHOLDERS’ MEETING:

7 December 2002

- Receive and discuss a report on the Needs Assessment Survey for the pilot project (baseline study data) and suggest the way forward - Approve ToRs and working schedule for the INSET programme for each stakeholder - Formulate the Steering and Technical committee for the project

Activity 5

COORDINATION IN THE MINISTRY ON TOR:

January – April 2003

- Revise the TOR originally made in October 2002 to be approved by the Ministry - Identify the list of members of steering committee and technical committee for the programme

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Activity 6

WSSD FOLLOW-UP MEETING:

30 March – 4 April 2003

- Receive and discuss a report on the Needs Assessment Survey for the pilot project (baseline study data) and suggest the way forward - Approve ToRs and working schedule for the INSET programme for each stakeholder - Formulate the Steering and Technical committee for the project

Activity 7

NATIONAL TRAINERS’ TRAINING – MALAWI-KENYA JOINT WORKSHOP – 30 March – 4 April 2003 - Receive and discuss a report on the Needs Assessment Survey for the pilot project (baseline study data) and suggest the way forward - Approve TORs and working schedule for the INSET programme for each stakeholder - Formulate the Steering and Technical committee for the project

2.2 Outcome and Remaining Issues through the Activities (Aug. 2002 – Dec. 2002) As Figure 1 shows, we have actively preceded several activities to support the institutionalisation of INSET for secondary education, especially for Mathematics and Science in Malawi. The followings are summaries of outcomes and remaining issues through them.

2.2.1

Third Country Training Programme


Two ministry officers, one is working for the headquarter and the other is for divisional education office, were trained in INSET management and became core facilitators of the programme;
Questionnaires for Needs Assessment Study was developed as the output of training;
The draft of Action Plan was made. - 12 -


Although the counterparts who participated training programme could obtain the knowledge of INSET management, the impact through their job positions (Principal and Senior Education Methods Adviser) were not strong enough to influence the dicision making process in the Ministry;
Building the common consensus on policy for INSET programme in the Ministry is identified crutial matter for making progress of the programme;
Having compared with the the case of SMASSE Kenya, the capacity at Domasi 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.

2.2.2

The 1st Stakeholders’ Meeting


The key principle of SMASSE INSET Malawi and basic policy to support from JICA were formally informed and sensitized to the
Four key areas, 1) financial, 2) management and organization, 3) INSET policy, and 4) participation, were identified and recommendations were set; (each are listed in below);
MoEST needs to prepare SMASSE-INSET budget and incorporate it into the National Budget;
The way of cost sharing between the school level, divisional level and the ministry level is still unclear;
The resistance based on ‘allowance syndrome’ is still not overcome;
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.

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2.2.3

Needs Assessment Study


Staffs of Domasi College of Education (DCE) were given a research opportunity so that it strengthened their research ability;
By inviting counterparts from SMASSE Kenya to support data analysis, the regional cooperation was promoted; The following baseline data was collected;
General information such as teacher qualification, experience, specialization and subjects actually teaching;
Teachers’ and students’ attitude in Mathematics and Sciences towards new curriculum, assessment and teaching methodology;
Topics that teachers and students find difficult;
The factors which make students like/dislike Mathematics and Sciences;
Possible ways of improving performance in Mathematics and Science.
Although the data collected was good as the first study, it was not enough to support the development of INSET curriculum so that the futher study is prerequisit for the next step;
Analytical tools and a logical framework need to be improved;

2.2.4

The 2nd Stakeholders’ Meeting


The identified issues of mathematics and science in secondary education through Needs Assessment Study were reported and shared with stakeholders;
Through the discussion among 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;
The draft of TOR was not approved and constituted by stakeholders due to the lack of authority to commit issues at policy level; - 14 -

2.3 Coordination in the Ministry on TOR (Jan. 2003 – Mar. 2003) The Ministry welcomed the new Secretary of Education, Science and Technology (SEST), Mr. Zanga Chikhosi, in December 2002 just after the Joint Sector Review Meeting. His former serving organisation was Ministry of Agriculture so that during the period between January and March was spent to discuss about the situations and challenges, especially on mathematics and science education with Mr. Chikhosi to share ideas and views for the mutual cooperation. The Ministry understands that the improvement of the quality in secondary education is crucial matter for the effective development of human resources and moreover the enhancement of mathematics and science ability is expected to be a key factor to attain economic development. We have reached common understandings, overall framework of the strategy for the way forward. Mr. Chikhosi took initiatives to review and revise the original TOR for the SMASSE INSET Malawi programme (See Annex 2). Based on the discussions with the Ministry, the Steering Committee is expected to be held by the initiative of the Ministry.

2.4 WSSD Follow-Up Meeting (Mar. 2003) During the World Summit for Sustainable Development (WSSD) held in 2002 in South Africa, JICA registered “Capacity Development for Mathematics and Science Education in Africa” with the United Nations (UN) under type 2 initiative. Under this initiative, JICA tries to seek for strengthening and expanding the SMASSE-WECSA association. - 15 -

As a follow up to WSSD, the SMASSE-WECSA Secretariat in Nairobi Kenya organised a conference in order to chart out the way forward. The conference’s theme was strengthening and expanding the Network for “Enhancement of Mathematics and Science Education in Africa”. The main objectives of the conference were for;  consensus building between SMASSE-WECSA member countries and JICA on the activities of the association  drawing an action plan for the activities  identifying strategies to achieve the targets. Malawi, as one of the founders and members of the association was invited to attend the conference in addition to 10 other countries. Two officers from the Ministry, Mr. R. Agabu (Deputy Director of Education Methods Advisory Services: EMAS) and Mr. A. Mwanza (Deputy Principal of Domasi College of Education) attended the conference. The summary of their observations and recommendations submitted to the Ministry are as follows.

2.4.1 Observations  The team observed that the 11 African countries represented at the conference worked as a team and very hard towards a common goal.  The Japanese counterparts also worked very hard and cooperatively throughout the conference deliberations.  Among the 11 countries, Malawi was rated as one the few countries implementing most of the recommendations of the two regional conferences.  Malawi has not yet paid its membership fees: Registration fee of US $100 and an annual subscription fee of US $300. The deadline was by December, 2002.  The SMASSE-WECSA/JICA five-year work plan formulated at the conference was realistic, achievable and a step towards improving the quality of Maths and Science Education in Africa.

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 Ghana would be hosting the 2003 Regional SMASSE-WECSA conference in June. All identified participants will be sponsored by SMASSE-WECSA secretariat.  Malawi may be hosting the 2004 Regional SMASSE-WECSA conference.  In-service training of teachers (INSET) is vital tool in a world undergoing rapid changes and developments. Malawi’s efforts towards establishing an INSET system for secondary education were commended.  A joint meeting/workshop between Domasi College of Education and SMASSE-WECSA Secretariat to design the curriculum for the pilot INSET system has been scheduled for March 30-April 4, 2003.  Some activities identified for the SMASSE-WECSA/JICA cooperation work plan will be supported by either the SMASSE-WECSA or in-country JICA offices.

2.4.2 Recommendations The team recommends that:






Malawi’s membership to the regional body is considered as another way forward towards improving the quality of maths and science education at secondary level. Malawi, through MoEST, quickly develops a five-year work plan to fit into the SMASSE-WECSA/JICA operational plan, which was adopted at the conference. Malawi, one of the founding members of the association, quickly pays both the registration and annual subscription fees now totalling US $400. Malawi continues working very hard towards institutionalising and regularizing INSET for Maths and Science (The SMASSE Chapter in Malawi). Malawi prepares fully for the 2003 Regional SMASSE-WECSA conference to be held in Ghana.




MoEST –Malawi and DCE prepare fully for the joint DCE/SMASSE-WECSA workshop.




MoEST/DCE to take advantage of the available/pledged support by JICA-Malawi office.

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3 NATIONAL TRAINERS’ TRAINING – MALAWI-KENYA JOINT WORKSHOP Between 30 March and 4 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”.

3.1. Workshop Objectives Objectives of the workshop were;  To sensitise and practice ASEI/PDSI based lessons among core trainers in Malawi;  To exchange teaching methodologies between Malawi and Kenya;  To develop a draft curriculum for INSET for prioritised topics as identified from the needs assessment survey for each subject;  To train Malawian core trainers of trainers in INSET curriculum development.

3.2. Workshop Participants Workshop participants were from Malawi and Kenya. The Malawian team comprised of lecturers from the Faculty of Science, Domasi College of Education, Mathematics and Science teachers from schools in the South East Education Division, Ministry of Education

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Science and Technology MoEST) representatives and Field Supervisors for the Secondary School Teacher Education Project (SSTEP). Table 2 below were detailed. Table 2: National Trainers’ Training Malawi-Kenya Joint Workshop Participants Kenyan Team Mr. Bernard Njuguna Mr. Michael Waititu Mrs. Peula Lelei Mr. Ndelela Masoka Mr. John Muiruri Mr. Tomoki Tokuda Malawian Team Mr. M.C. Chimenya Mr. P.R.F. Phwetekere Mr. Sanudi Mr. Macocho Mr. P. Shonga Ms. K. Yamamoto Mrs. E. Meke Mr. W. Navicha Mrs. A Kayuni Mrs. Kamala Mr. M. January Mr. S. Mkandawire Mr. A. Msekandiana Mrs. C. Soko Mr. G. Chikwezga Mr. E. Kuzemba Mr. P. Ndolo Mr. C. Mataya-Phili Mr. R.S.K Vakusi Mr. I.K. Lisimba Mrs. C. Ziba Mrs. Sineta

Head, SMASSE INSET Unit, KSTC Subject Administrator, Physics Dpt, SMASSE Subject Administrator, Biology Dpt, SMASSE National Trainer, Chemistry Dpt, SMASSE National Trainer, Mathematics Dpt, SMASSE JICA expert, Mathetica Dpt, SMASSE Biology DCE Biology Zomba Catholic Biology DCE Biology DCE P/Science DCE P/Science DCE HEC DCE HEC DCE HEC Likangala HEC St. Mary’s Maths DCE Maths DCE Maths St. Mary’s Maths MoEST Sce/Tech DCE Sce/Tech Mulunguzi Sce/Tech Malosa CIDA SSTEP Project Field Supervisor CIDA SSTEP Project Field Supervisor CIDA SSTEP Project Field Supervisor CIDA SSTEP Project Field Supervisor PEMA South East Division Office

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3.3. Preliminary Presentation - Formal Curriculum Design in Malawi Mr. Chimenya, Biology Lecture at DCE, gave a brief synopsis of curriculum development in general and for Malawi in particular. His presentation was based on;
An exploration of various definitions of curriculum as offered by several leading scholars in education cues;
A critique of curriculum development models vis-à-vis cyclic and dynamic models ;
The Malawi curriculum development model as cited from Kaperemera (1990). Mr. Chimenya further challenged the participants with three key questions pertaining to the attainment of objectives for Trainers of Trainers (TOT) INSET workshop; namely:
At what stage in the SMASSE INSET curriculum development was Malawi?
With reference to the Dynamic model, where did the SMASSE-INSET curriculum development for Malawi start?
In the current TOT INSET Workshop, who was a trainer? Who was a trainee? His presentation was concluded by calling upon the Malawi core trainers to be as interactive as possible with the Kenya-team in order to benefit fully from the Kenyan experience. The presentation took the following pattern.

3.3.1 Some Definitions of Curriculum  All the learning which is planned and guided by the school…John Kerr (1968)  “A plan for learning.” Taba (1962)  “Formal and informal content and process by which learners gain knowledge.” Doll (1978)  “All learning opportunities provided by the school.” Tyler and Alexander (1966)  “The educational programme of the school.” Oliver (1977)  “A plan, a system and a field of study.” Beauchamp (1968)

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3.3.2.

Images of Curriculum

William Schurbert (1986)  Content or subject matter (subjects focused)    

Programme of planned activities (course of school events) Intended learning outcomes (objective focused) Cultural reproduction (knowledge values for posterity) Experience (experiences by individual child)

 Discrete tasks and concepts (set of tasks to be mastered)  An agenda for social reconstruction (knowledge and skills to improve society)

3.3.3. Cyclic and Dynamic Interaction Curriculum Development Models Cyclic Models

Dynamic/Interaction Model

Characteristics -Continuous endless process

Characteristics -Begins with any level and direction -Beliefs etc serve as base -Interaction emphasized

-Interrelated /interdependent etc. -Situation analysis vital (responds to needs of standard plus society) Advantages -Logical/Sequential/easy -Situation analysis provides baseline data that enable objective formulation

Advantages -Flexible-start at any pt. -Realistic and allows creativity

Disadvantages. -Situation analysis is time consuming and expensive

Disadvantages. Non-systematic and down plays role of objectives

Example Wheeler’s Curriculum Development Model

Example Walker’s Curriculum Development Model

Table 3: Curriculum Development Model Adapted from Tyler, Hilda Taba, Wheeler, Oliva and Walker curriculum development models

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3.3.4.

Malawian Curriculum Development Model Situation Analysis Formulation of national goals of education Determination of Primary Education Objectives Determination of Primary Education Matrix Articulation of Individual Subject Objectives Selection of Learning Experiences And Contents Development of Scope and Sequence Chart Organisation of learning experiences and contents Preparation of Instructional Material Evaluation of Instructional Materials Printing and Distribution Implementation Monitoring and Quality Control

Figure 2: Curriculum Development Flow Chart adapted from (Kaperemera, 1990)

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3.4. Principle of ASEI/PDSI Lesson Mr. Waititu’s from Kenya presented an exposition on ASEI / PDSI based lessons centred on the following key issue;





What ASEI was; Why ASEI; Benefit of ASEI lesson presentation; What PDSI was;


Why PDSI;
Benefits of PDSI lesson preparation; The summary of his presentation is as follows. Why ASEI Baseline findings indicated many issues that hampered realisation of good performance in Science and mathematics. Among these many issues was the nature of teaching that was taking place in science and mathematics classrooms. What are the findings on this aspect? 



Teaching was knowledge based. The emphasis was to memorise facts, with little concern for understanding, expecting students to regurgitate the facts at examinations. Teaching methodology was basically chalk and talk. There were very few instances where teaching made use of variety of activities, leave alone adequate





numbers of activities for a lesson. Experimental work whenever/wherever conducted was for occupying students. Teachers tended to disrespect preparation of experiments and they expressed that it was the wok of technicians. Poor mobilisation of available T/L materials The tendency of teachers in this aspect was to use recipe type experiments where there is little or no effort to modify/simplify experiments for enhancement of understanding; using T/L materials in a very uneconomical way; failing to make use of materials and examples available in students’ world of life. - 23 -

Pre-ASEI Condition

After SMASSE

During SMASSE Project

Project (ASEI condition)

   

Knowledge based Teacher-centeredness Chalk and talk Full scale experiments

     

Attitude change PDSI Methods Material production Capacity building INSET institutionalisation

Resources mostly towards Non academic activities

Inadequate inspection

 Student-centeredne ss  Activity-based  Experiment and research  Small scale experiment and improvisation

Mobilisation and Rationalisation of Resources towards Academic Activities

Prudent, frequent and regular inspection

Figure 3: Effects of ASEI & PDSI What is ASEI? After careful analysis of this situation, SMASSE project developed an intervention measure in the name of ASEI movement. ASEI is an acronym that stands for Activity, Student, Experiment and Improvisation. Activity The lesson to have adequate Activities for achievement of lesson objectives.

Such

activities are: Demonstrations, class experiments, making models, games, drills, exercises, discussions, etc. - 24 -

Student-participation Students are encouraged to give their:  prior experiences and explain their ideas related to the content;  own hypotheses/predictions and helped to discuss how they differed from those held by others and to verify them through experiments, facts, etc.;  own observations/results in the experiment and to discuss how they differed from those of others;  students were involved in practical work. Experiment(s)/practical work Experiments’ effectiveness in achievement of the lesson objective(s):     

Enhancing their understanding of concepts; Development of process skills; Verifying students’ hypotheses/predictions; Solving problems; Stimulating and sustaining students’ interest in the lesson;

 Developing scientific attitude. Improvisation Improvisation is evident in the lesson through:  Economical use of materials: Scaling down materials for experiments e.g. diluting chemicals to suitable levels and use of small quantities of chemicals (economical use of materials);  Teacher utilized available materials in the students’ immediate environment to raise interest and curiosity teacher produced and/or utilized improvised equipment;  Modified/simplified experiment(s);  Use of a non-conventional apparatus in lesson delivery. Benefits of ASEI lesson presentation In Science education the ASEI lesson presentation is the type of lesson presentation that every trained teacher has at the back of his/her mind. In this type of lesson presentation, the students are provided with meaningful learning activities, the meaningfulness of these - 25 -

activities being discerned from extent of achievement of lesson objectives. ASEI based lessons would help students to:  generate and sustain learner’s interest in mathematics and science. This will lead to positive attitude towards these subjects;  enjoy the lessons;  increase understanding, retention and application of mathematics and scientific concepts;    

make mathematics and science concepts real life experiences to the learners; arouse curiosity; develop cognitive growth “minds on” activities; develop communication skills “minds on, mouth on” activities;

 develop psychomotor skills “hands on”;  develop process skills such as, observation, record, analysis and interpretation of data;  develop affective skills “hearts on” activities. Plan, Do, See, Improve (PDSI): The vehicle to ASEI condition Why PDSI? Baseline studies established that there was very poor or no planning at all for lessons. In many instances teachers used notes that were as old as the teachers years in the profession. The baseline studies also found that many of the teachers were using inappropriate methodologies in teaching.

These teachers were used to delivering their lessons by

continuously applying the lecture method (i.e. chalk and talk). popular since it requires very little planning and preparation.

This method was very

The students were relegated

to the peripheral in the learning, and the only learning activity was copying notes without any clear understanding. understanding.

Teachers hardly or poorly evaluated progress of learners’

In conduct of practical work learners in many of the schools surveyed were

- 26 -

rarely exposed to practical work and in a number of others laboratories were only accessible to those students in the upper grades. What is PDSI? With this kind of situation, of course very little learning took place in the Science and Mathematics lessons. The SMASE project then realised that in order to achieve the ASEI condition in T/L there was need to emphasise use of PDSI. PDSI stands for Plan, Do, See and Improve. Plan 1) The lesson plan to take into account students’ backgrounds such as learning difficulties, their needs/interests/misconceptions, growth of experimental skills and previous experience in relation to the topic; 2) The lesson plan be appropriate and realistic in the light of the lesson content and students’ abilities/skills/interest; 3) Teacher prepare appropriate and adequate materials for students’ use. Do (teaching) Introduction  Introduction to incorporate previous knowledge/skills/everyday experience and linked them to the new topic  Introduction be clear on what the teacher wanted the students to learn  Introduction be stimulating enough to arouse the interest and curiosity of the students Development  Lesson to encourage students to express their prior experiences and explain their ideas related to the content;  Lesson to encourage students to give their own hypotheses/predictions and helped to discuss how they differed from those held by others and to verify them through experiments, facts, etc.;  Lesson to encourage students to give their own observations/results in the experiment and to discuss how they differed from those of others;  Lesson to facilitate growth of process skills such as observing, measuring, identifying variables planning experiments, etc.;

- 27 -

 Teacher to deal with students’ questions, misconceptions and reinforced learning at each step;  The lesson to encourage active participation of students in the main teaching steps. Conclusion  Lesson to encourage students to draw conclusions;  Lesson be well summarized and follow-up activities be given;  The lesson to assist learners to view the content in relation to what they come across in the society;  Checking of accuracy, correctness, depth and appropriateness of the content through question and answer techniques well conducted; Class management  Teacher to organise and conduct lesson taking into account the individual differences in student capability  Instructional materials/media well managed  Instructional materials/media effectively made use of See:   

Evaluating lesson Pausing to check students’ feeling (keeping good eye contact with learners) Asking questions Inviting questions

Improvement: Improvement evident in the way teacher responded to emerging issues in the lesson Adjustments to delivery plan Rephrasing questions/instructional statements accordingly Benefits of PDSI PDSI ensures lesson is delivered to the satisfaction of both the teacher and the learners because of: 1. Considerations made of learning ability of learners 2. Appropriate utilisation of time available 3. 4.

Teachers’ confidence in direction of lesson flow Enhanced teachers’ competence in content/skills after trying out lesson activities

- 28 -

3.5. Lesson Presentations 3.5.1.

Mathematics Lesson Presentation from Malawi

Demonstration and discussions on Classroom Teaching in Malawi (JCE Mathematics) by Mr. S. Mkandawire on the Lesson: Drawing linear graphs. Mathematics Lesson plan SCHOOL: Domasi Demonstration S.S. SUBJECT: Mathematics

FORM: 2B NO. OF PUPILS: 40

TOPIC: Linear Graphs (Drawing Linear Graphs)

TIME: 40 min

AIM OF THE LESSON: To enable pupils to appreciate and recognize the straight line graphs. SPECIFIC OBJECTIVES: By the end of this lesson pupils should be able to; (i) Find the corresponding values of x and y for the relation y = mx +c. (ii) Use the correct scale when drawing the Cartesian plane. (iii) (iv)

Plot points on the Cartesian plane. Draw a straight line joining the points on the Cartesian plane.

TEACHING AND LEARNING MATERIALS:  Graph board, graph paper, chalkboard ruler, chalk, pencil, eraser, Kenya Institute of Education, Math’s Pupils Book 1, pp 222-227. TEACHING METHODOLOGY:  Question and Answer.  Demonstration. PREREQUISITE KNOWLEDGE:  Pupils already know •

x-axis, y-axis, plotting coordinates, four quadrants, origin of the axes, scale.

- 29 -

PRESENTATION TIME 3 min

10 min

TEACHER ACTIVITY

PUPIL ACTIVITY

INTRODUCTION  Draws the Cartesian plane on the chalkboard and asks one pupil to locate the x and y-axes. 

Asks a pupil to locate the point P (2,3) on the Cartesian plane.



Asks pupils what 2 stand for and 3 stands for.

⇒

Locate y-axes

the

x

and

⇒

Locates the point P (2,3) on the Cartesian plane.

⇒

Answer 2 stands for x-coordinate and 3 for y-coordinate.

⇒

Listening.

⇒

Listening.

⇒

Come forward to fill the value of y in the column by demonstrating how he/she got the value.

⇒

Locating the points on the Cartesian plane. Answer orally (they are in straight line)

DEVELOPMENT Step 1 

Writes the lesson title (Drawing linear graphs) on the chalkboard.  Writes the linear equation y = 3 x + 5 and the table of corresponding x and y values. x -2 -1 0 1 2 3 4 y -1 8 

  x y

Demonstrates how to find the corresponding values in the 1st and 4th columns. Tells pupils that y is dependent value and x is independent value. Ask pupils to find the corresponding values of y in the remaining columns. -2 -1

Step 2    

-1 2

0 5

1 8

2 11

3 14

4 17

Draws the Cartesian plane taking 1cm to represent 1unit on the x-axis and 1cm to represent 2 units on the y-axis. Ask pupils to locate points on the Cartesian plane. Asks a pupil to state the trend of the points. (Are they in a straight line or scattered) Asks one pupil to join all the points with a straight line. y-axis

⇒ ⇒

One pupil come forward and joins the points with a straight line.

⇒

Asking questions.

y =3x +5

5 -1.6

0

x-axis 

Ask the pupils if they have any questions

- 30 -

Step 3  12 min

 x y

Gives the pupils a practice exercise to answer in groups of eight. For the linear equation y =4x+3 copy and complete the table and draw the graph taking 1cm to represent 1unit on the x-axis and 1cm to represent 2 units on the y-axis. -2 -1 0 1 2 3 ⇒

Pupils in groups of eight copy and complete the table and then draw the linear graph on the graph paper provided.

⇒

Listening and taking down short notes.

⇒

Copying the assignment.

 Moves around to supervise the groups work. Solution x -2 -1 0 1 2 3 y -5 -1 3 7 11 15 y-axis y =4x+3

3 -0.75 x-axis

3 min

CONCLUSION  Teacher summarizes the lesson by reminding the pupil what they have learnt • axes • scale • coordinates • need at least 3 points to draw linear graph • join the points with straight line • linear graph (because the highest power of x is 1). 

Gives the pupils an assignment • For the linear equation 3x+2y = 4 copy and complete the table and plot the graph. x -1 0 1 2 3 4 y 2

- 31 -

The following comments were made on the lesson:  The teacher was strong in the areas of content, use of names of pupils where calling on them to answer question and questioning techniques. However, a couple of areas needed to be improved. The teacher needed to improve on the following:  Eye contact with the class  Follow-up wrong answers from pupils, rather than just ignore them in preference of pupils giving correct answers.  Reflect questions from pupils back to the pupils; a practice which is both refreshing and illuminative as it tends to give the teacher new perspectives  Involve pupils more in doing work individually and also work in groups. The teacher overdid pupil involvement by asking many pupils to come to the board to show how to do some sums.  Explain why the chosen scale was used. Preferably, it would have been better to let the students use any scale of their choice. This frees the students from the misconception that the scale is always 1 to 2.  Define and explain Cartesian plane plus other technical terms.  Point out errors identified from any group to the rest of the class for the benefit of the class without embarrassing the group.  It was not necessary to have three points in order to draw the straight line graph as it was further pointed out that the third point was only necessary for checking. Generally, it was pointed out that most teachers often lose pupils while teaching.

It

was thus felt that it was important for teachers to think about the pupils before going to class. Teachers ought to balance teaching for understanding and meeting requirements for examination.

In this regard, it was felt that pupils needed an explanation or practical

application of drawing linear graphs.

- 32 -

3.5.2.

Mathematics Lesson Presentation from Kenya

TOPIC: Circle theorem SUBTOPIC: Chord properties of a circle CLASS: Form 3 DURATION: 40 Minutes OBJECTIVE: The pupils should be able to generalise: equal chords are equidistant from centre of the circle. PREREQUISITE KNOWLEDGE: Geometrical constructions, Mensuration and Simple loci RATIONALE: The distance between the centre and the chord is required in the calculation of area of segments. REFERENCE: Junior Secondary Mathematics for Malawi, Exploring Mathematics, Book 2, by A. M. S. Chirwa and A. E. Mogha Mathematics for Teacher Training by J. L. Martin, MATERIALS: Pair of compasses ruler and pair of scissors STEP 1. (HANDS-ON ACTIVITIES) Pupils are asked to draw circle each of a specific radius. They should then draw a chord of their choice and measure and record the sizes of the chord and the distance they are from the centre of the circle. Size of the chord Distance from the centre of circle STEP 2. (MINDS-ON ACTIVITIES) What conclusion can you make from the groups’ finding? STEP 3. (HANDS-ON ACTIVITIES) Draw and cut out a circle of a specific radius. Mark the centre of the circle. Draw a chord of a specific size on the cut circle. Fold the paper along the chord. Fold the resulting segment into two equal halves. Measure and record the distance of the chord from the centre.

- 33 -

STEP 4. (MINDS-ON ACTIVITIES) What do you discover? STEP 5. (HANDS-ON ACTIVITIES) Draw a circle of any radius and draw two equal chords on the circle. Determine the distance of each from the centre of the circle. STEP 6. (MINDS-ON ACTIVITIES) What conclusion can you make? STEP 7. (HANDS-ON ACTIVITIES) On the circle, join the ends of each chord to the centre of the circle. STEP 8. (MINDS-ON ACTIVITIES) Study the triangles formed and establish their relationships. Give reasons to your answer. Objective of practical work: Through the hands-on activity, the students find the mathematical property inductively. This makes it easy for students to reach the property deductively in Step 2, 4, 6and 8, because it gives them the direction of reasoning to reach the property. Bridges: Step 2, 4, 6 and 8 helps the pupils to bridge the activities with the content. The exposition was on the teaching of Circle Theorem and Logarithms Mr. Muiruri emphasized that during planning, it is important to plan an activity for more than one objective. This was ably demonstrated in the exposition. He highlighted the following points:  demonstrations start off the learning progress in students, and can be used in  

teaching Mathematics; activities planned for the students must enhance skills of observation and communication; activities must challenge the students and stimulate to think beyond the computations in the given activities. - 34 -

Comments The lesson was well received and enjoyed by the group. It was also learn from Mr. Muiruri that the activities in the lessons are sometimes adapted from school textbooks work. However, in SMASSE, it is envisaged and compulsory for the teacher to spend a lot of time, thinking and trying out several things in order to generate activities for use in class. He emphasized that It is was not magic.

3.5.3.

Biology Lesson Presentation from Malawi

Demonstration and discussion on classroom teaching in Malawi (JCE Biology) by Mr. Chikwezga Lesson: How urine is formed in Humans. Biology Lesson plan SCHOOL: Domasi Demonstration S.S. SUBJECT: Biology

FORM: 2 NO. OF PUPILS: 40

TOPIC: Excretion

TIME: 40 min

AIM OF THE LESSON: Students know the process of urine formation in human SPECIFIC OBJECTIVES: By the end of this lesson pupils should be able to;  By the end of this lesson students should be able to :    

Name parts of the excretory system of human Identify internal parts of a kidney using a diagram Label parts of a nephron Describe formation of urine Explain adaptations of a nephron for the process of urine formation

TEACHING AND LEARNING MATERIALS:  Charts showing the excretory system of human and internal parts of a kidney  A fresh kidney  Hose pipe of running water  Potassium permanganate and a beaker of water

- 35 -

PREREQUISITE KNOWLEDGE:  Blood contents  Blood circulation  Movement of mineral salts and water through diffusion and osmosis PRESENTATION Stages

Teacher activity

Students activity

Introduction

Ask questions: 1 name the substances found in blood plasma,

Answer the questions

2

which

vessels oxygenated

blood transport blood

from aorta to the kidney?

Step 1

Step2

Explain the structure and function of the parts of the excretory

Label parts of the

system of human

excretory system

Give the students a blank chart showing the human

based on the teachers

circulatory system

explanation

Explain the structure and function of the kidney

Identify parts of a

Give the students a fully labeled diagram of a kidney and

fresh kidney

fresh dissected kidney

specimen compared to the diagram

Step3

Explain the function of the different parts of a nephron

Label parts of a nephron from a blank diagram

Step4

Describe the process of urine formation in human

Describe the adaptations of a

Demonstrate diffusion and the effect of lumen diameter of a

nephron to the

hose pipe on pressure

process of urine formation based on the demonstrations

Conclusion

Teacher summaries the lesson (stating parts of the excretory system in human parts and function of the kidney and adaptations of a nephron for urine formation)

- 36 -

Ask summative questions eg. What is the function of the following Ureter? Glomerulus? Collecting duct?

After the lesson the following comments were made and the strong points of the teacher were:  He quickly changed the use of beaker to petridish to hold the specimen (kidney of goat)  He maintained fine eye contact with the class.  He was able to answer most questions from the class despite being asked very difficult questions.  He got feedback from groups. However, the class needed improvement in the following areas:  The teacher over planned  Dwelt too much on introduction which was not exciting either. It was felt the teacher could have used some contemporary issues to those pupils interest, eg. issues surrounding kidney transplants.  Should have set time for pupils to do the group work and report back to the class. Instead group work was done very quickly.  Should not have labeled the diagram of the kidney on the board, and then ask pupils to do the same on paper.  Should have paid more attention to the drawing made which were not good because they were not accurate, they were not presentable and no scale was given.  It was felt important that diagrams must not misrepresent structures/organs they intend to represent.  Should have given ample time to give information on the lesson of the day and not structure.  With respect to handling questions from pupils, the group felt that teachers ought to admit ignorance of something if it need be so, and to desist from ridiculing pupils questions.

- 37 -

3.5.4.

Biology Lesson Presentation from Kenya

ASEI/PDSI Lesson exposition in (Biology JC) by Lelei, a Kenyan Class: Form 2

Time: 40 minutes

Topic: Excretion in Mammals Sub-topic: Structure of mammalian Kidney Rationale: Excretion is a very important process in that waste products must be eliminated as soon as they are formed. If allowed to accumulate they become toxic to the body. In mammals, one of the organs, which perform this process, is the kidney. The purpose of this lesson is to enable the learners to study the structure of the kidney. Objectives: By the end of the lesson, the learners will be able to: Describe the external structure of mammalian kidney Identify various parts of the internal structure of mammalian kidney State the functions of each of the parts Define a nephron Previous knowledge: Meaning of excretion Excretory organs in a mammal Mammalian excretory products Materials: Mammalian Kidney (fresh), Scalpel blade/knife, hand lens, dissecting board References. Secondary biology and Biological Sciences Pupils’ Book 2. K.I.E, page 96 100 Practical biology for schools, R .W. Mwangi, George A. O. Seko, page 117 Principles of Biology, Vol 1, Step and Time Introduction (5 min)

P.M. Muchiri, page 239-242

Teaching/Learning Activities Teacher reviews the previous lesson by asking the following questions; • Define excretion (Separation and elimination of waste products of metabolism from the body) • Where does excretion take place in mammalian body? (Kidney, skin, lungs, liver) • Give examples of mammalian excretory products

- 38 -

Remarks

Lesson development Step 1 (4 min)

(Carbondoixide, urea, excess water, excess mineral ions,) Learners form groups. Teacher provides worksheet and the materials and gives brief instructions

Step 2 (15 min)

Learners perform the activity in their groups and fill the worksheet as the teacher supervises and guides them

Step 3 (10 min) Lesson Conclusion (3 min)

Learners give their observations and discusses them with the teacher Teacher and Learners consolidate the main points of the lesson on external and internal structure of the kidney through question /answer 1. Describe the external structure of mammalian kidney 2. Describe the internal structure of mammalian kidney 3. Define a nephron Teacher gives an assignment

Assignment (1min) Lesson evaluation (2 minutes)

The teacher gives the learners evaluation sheet to assess the teaching /learning process

- 39 -

STUDENT WORKSHEET (Teachers copy) Name: Class: Date: Time: Topic: Excretion Sub-topic: Structure of mammalian kidney Materials and apparatus: Mammalian Kidney (fresh), Scalpel blade, hand lens, dissecting board Experimental procedure Observation (Sample results) Activity 1 1. Place the mammalian kidney provided on a dissecting tray 2. Examine it carefully and record your observations 3. Make a labelled drawing of the kidney

- dark red - bean shaped - convex side - concave side - depression (hilum) through which renal artery and vein enter and leave and ureter leave the kidney

Question 1. State the function of renal artery, renal vein and ureter 2. Describe the external structure of mammalian Kidney Activity 2 1. Slice the kidney vertically from the convex side with a scalpel blade to make two equal halves 2. Using a hand lens, examine the section and record your observations - Darker region towards the outside (cortex) - lighter region toward the inside (medulla) - lighter region ends with conical structure (pyramid) - innermost white structure (pelvis)

3.

Make a labelled drawing of the longitudinal section of the kidney Question Describe the internal structure of mammalian Kidney - 40 -

Activity 3 You are provided with a diagram showing a magnified portion of a section of the kidney. Study it and describe your observations

- coiled tubules forming loops extending from the cortex to medulla - blood vessels - Collecting duct (Each of the tubules is called a nephron. A nephron is the functional unit of the kidney. Each human kidney has about 5million nephrons. A nephron has two main parts, a renal tubule and a glomerulus. The process of excretion takes place in three steps: Filtration at the bowmans capsule, reabsorption at the renal tubule and removal by the collecting duct)

- 41 -

STUDENT WORKSHEET Name: Class: Date: Time: Topic: Excretion Sub-topic: Structure of mammalian kidney Materials and apparatus: Mammalian Kidney (fresh), Scalpel blade, hand lens, dissecting board Experimental procedure Observation

Activity 1 1. Place the mammalian kidney provided on a dissecting tray 2. Examine it carefully and record your observations 3. Make a labelled drawing of the kidney 3.5.4.1.1.

Question

1. State the function of renal artery, renal vein and ureter 2. Describe the external structure of mammalian Kidney Activity 2 4. Slice the kidney vertically from the convex side with a scalpel blade to make two equal halves 5. Using a hand lens, examine the section and record your observations

6.

Make a labelled drawing of the longitudinal section of the kidney Question Describe the internal structure of mammalian Kidney Activity 3 You are provided with a diagram showing a magnified portion of a section of the kidney. Study it and describe your observations - 42 -

Assignment Name: Class: Date: Time: 40 minutes Topic: Topic: Excretion in Mammals 1. Draw and label the structure of a nephron 2. What substances does the kidney excrete?

Sub-topic: Structure of mammalian Kidney

Lesson Evaluation Sheet. Class: form 2 Date: Time: Topic: Excretion in Mammals Sub-topic: Structure of mammalian Kidney 1. What part of the lesson didn’t you understand and why?

2. Which part of the lesson did you find most interesting and why?

3. How did you participate in the lesson?

4. What do you think should have been done differently to make the lesson better?

Activity to illustrate Excretion in a unicellular organism Student Worksheet (teachers copy) Aim: To demonstrate excretion in unicellular organisms (e.g. amoeba and paramecium) Materials and apparatus: Beaker, water, Visking tubing, coloured solution (iodine solution) and cotton thread Procedure Sample results 1. Tie visking tubing on one end using some cotton thread 2. Add some coloured solution into the visking tubing and tie the open end as before 3. Place the visking tubing in a beaker of water. 4. Predict what would happen 5. Leave the set up for 3-5minutes - Water in the beaker turns brown 6. Note and record your observations - The coloured solution in the Q 1. Assuming that the colored solution represents excretory visking tubing moved out of the material produced by a named unicellular organism, account for visking tubing by diffusion the observations made Q 2. What does the visking tubing in this experiment represent? cell membrane/unicellular organism Activity to illustrate Excretion in a unicellular organism

- 43 -

Student Worksheet Aim: To demonstrate excretion in unicellular organisms (e.g. amoeba and paramecium) Materials and apparatus: Beaker, water, Visking tubing, coloured solution (iodine solution) and cotton thread Procedure Sample results 1. Tie visking tubing on one end using some cotton thread 2. Add some coloured solution into the visking tubing and tie the open end as before 3. Place the visking tubing in a beaker of water. 4. Predict what would happen 5. Leave the set up for 3-5minutes 6. Note and record your observations Q 1. Assuming that the colored solution represents excretory material produced by a named unicellular organism, account for the observations made Q 2. What does the visking tubing in this experiment represent?

Lesson: Excretion in humans.

The exposition was about showing simple activity in a lesson on human excretion and demonstration on excretion in unicellular organisms using diffusion using a visking tubing as semi permeable membrane.

Comments The exposition revealed that activity is not always experiments; it can take any form and that many activities on the same subject / topic do not necessarily retard progress in class, rather they enhance understanding and pupils’ perspectives on topics The groups also felt that worksheets could be substituted by use of blackboard.

It was also

mentioned that in activities, pupils ought to be used to clear the room, after the lesson is over.

- 44 -

3.5.5.

Chemistry Lesson Presentation from Kenya

ASEI / PDSI lesson exposition in Chemistry (JC / MSCE) by Mr Masoka, a Kenyan DEVELOPED AND FACILITATED BY NDELELA MASOKA Topic Matter Sub-topic Chemical Reactions Class F2N Duration 40 minutes Rationale: Chemical reactions are extremely important in our daily lives since they have many uses. Lighting a fire, cooking, making medicinal concoctions, biological processes explosives e.t.c. are just a but few of the many examples. It is therefore important we have a close study of what constitute chemical reactions. Objectives: By the end of the lesson the learners should be able to: Explain the term chemical reaction State ways of effecting a chemical reactions Write word equations for chemical reactions Materials and apparatus: 5 Matchboxes, 10g Ammonium nitrite, 10gassium Dichromate, 10g Copper(ii) sulphate, 5 pkt Andrews Liver salt ( or Eno) salt, 5ml Dilute Hydrochloric acid, 5g Sodium Chloride, 5g Lead (ii)Nitrate, 5g Iron fillings, 5g Sulphur and 10ml Distilled Water Reference: “Strides in Integrated Science Form 2” by A.S.Mhlanga, P Ndolo and N.M. Mbano “Chemistry for Today and Tomorrow” by M.A. Atherton and J.K. Lawrence Background knowledge: Physical and Chemical changes, Elements, compounds, Burning substances in air

- 45 -

Teaching/Learning activities/Steps Introduction: 5 MINUTES Review of previous lesson through question and answer method: What are the characteristics of a physical and chemical change?

Teaching Points Characteristics of Physical change Easy to revert back to original state No new substance(s) formed Characteristic of a chemical change It is usually very difficult to change back into the original substance New substance formed. Examples to be given by the students

Give examples of each case Development: Step 1. (10 MINUTES) Demonstration of chemical a reaction; -Teacher demonstration by igniting a mixture of ammonium nitrite and Potassium dichromate. Students observe as they answer posed questions. Students are supplied with matchboxes and are told to ignite and make observations How did you ignite the matchstick? (ACTION) What did you observe as the matchstick was burning? (REACTION) Is the burning a physical or chemical change? Explain. Q. From what you have observed above what do you think is meant by the terms chemical reaction? Step 2. 10 MINUTES Teacher uses students to demonstrate ways of effecting chemical reactions. Students watch and record their observations: T/S discussion to explain what happened, leading to introduction of chemical (word) equation, using the following examples Burning a piece of magnesium ribbon in air. Heating copper(ii) sulphate. Mixing Heath salt with water Zinc granules with dilute hydrochloric acid Sodium chloride and Lead (ii) nitrate solutions Heating mixture of Iron fillings and sulphur powder.

A chemical reaction brings about a chemical change.

New words: Reactants Products Thermal Decomposition

Ways of effecting chemical reactions By direct Heating (burning of substances) By indirect Heating (heating in a container) By mixing substances By mixing and heating directly or indirectly

- 46 -

Remarks

Discussions. 10 MINUTES Representing the above reactions by using word equations

- A chemical equation is a short way of representing a chemical reaction by using words or symbols. - It shows the substances taking part and those formed when a chemical reaction takes place. Examples: Magnesium + Oxygen Magnesium oxide Zinc + Dilute hydrochloric acid Zinc chloride +hydrogen

Summary/Conclusion: 3 MINUTES Q/A method to summarize and evaluate the lesson Evaluation: 2 MINUTES Students to give own opinions concerning the lesson Comments

The group were refreshed by manner in which the exposition was handled, and simply thanked the Mr. Masoka.

3.5.6.

Physics Lesson Presentation from Kenya

ASEI / PDSI – Lesson exposition in Physics (MSCE) by Mr. Waititu Background knowledge: Measurements and definitions of quantities Ask students to explain what is meant by measurement In measurement, we answer the question “How much/many is there of a given quantity?” This description is adequate with a statement of magnitude of the quantity and for some other quantities, the description requires measure of angle of deviation of the quantity from a specified reference. The terms scalar and vector Those quantities whose description of measurement is adequate with a statement of magnitude only are called scalar quantities while those whose measurement is stated in terms of magnitude and direction (angle of deviation from a specified reference) are called

- 47 -

vector quantities.

Most measurements in science are classed as either scalar or vector

quantities. A scalar quantity is one that has magnitude (size) only A vector quantity is one that has magnitude as well as direction Scalars Distance (extent of length) Time (extent of duration) Speed = Distance moved/time taken Mass of an object (amount of substance)

Vectors Displacement Velocity = displacement/time taken Acceleration Weight of an object Force applied

200 books on the selves (number of pieces) 50 litres of petrol (amount of volume) Temperature (extent of hotness or coldness) Volume (amount of space) Money (number of pieces) Density (Quantity of matter in unit volume)

Dealing with measurements of a scalar quantity Background knowledge Ability to carry out ordinary arithmetic Arithmetic of scalar quantities Consider 5 pieces of stones and 3 pieces of stones. The scalar quantity is number of the pieces. In adding together these pieces we get 8 pieces. Now if we remove (subtract) 3 pieces of stones from the 5 pieces, the remainder is 2 pieces of stones. Thus in addition or subtraction of scalar quantities, we only do the ordinary arithmetic. The number of pieces has no direction. Dealing with measurements of a vector quantity Distinguishing between scalar and vector quantities: distance and displacement Let one participant stand in front of the class. Ask the other learners to close the eyes and listen to the count of steps up to 10 that the learner in front of class makes. Question to students Where is the learner who was walking in the class?

- 48 -

There is no answer.

The person could have moved 10 steps in any direction or even in a

circle. To predict the position of the learner after making the 10 steps, it is necessary to know the direction of movement. Numbers of steps, meters, kilometres etc are scalar measures of distance (extent of length). In order to describe fully where the learner is we would give the extent of length (distance) from the starting position, and also give direction of his/her position from a specified reference. If you are told that a person has moved a distance of 1 kilometre from a particular spot and then you are asked to try to answer the question “where is the person?” Again this question has no particular answer. To give an answer to this question, specification of direction of movement is necessary Consider

these

other examples

Terminal

Starting point 20km

I travelled a distance of 20km on foot.

Fig. 1

The distance 20km is a scalar measure. N

Zomba

My school is 50km south of Zomba.

The displacement of 50km to the south

from the reference point is a vector quantity (with magnitude of extent of length and direction) This kind of description of extent of length (distance) in specified direction is called ‘Displacement’. Displacement is distance moved in a particular direction.

50km

School

Displacement is an example of a Vector quantity Fig. 2

Combining of vectors Let us now study how to combine vectors. graphical method and analytical method.

There are two methods of combining vectors:

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Graphical method of combining vectors Background knowledge/skill Drawing and interpretation of scale representations; meaning of parallelogram In graphical method a vector can be represented by a line drawn to scale that shows both size (magnitude) and direction. The length of the line represents the magnitude of the quantity and its direction gives the line of effect. In this section we will study examples of vectors combinations for displacements, velocities and forces. Combining vectors applies the parallelogram law which ensures that their directions as well as their magnitudes are considered. The parallelogram law of adding vectors states that: If two vectors are represented in size and direction by sides of a parallelogram drawn from their point of effect, their resultant is represented in size and direction by the diagonal of the parallelogram drawn from the point Girl’s house

Combinations of displacements Example A girl was sent to the shops, 150m away from their house to buy some cooking fat. A return to the house would have made her to cover 300m. However, her displacement would zero since she would end up where she started – at home. Fig. 3 shows location of house of the girl’s friend where

150m

Girl friend’s house

she decided to pass by before going back home How far is the friend’s house from the girl’s house?

50m

Shop

Fig. 3

Students’ activity Draw to scale a line to represent displacement from the house to the shop.

At the head of

this line draw another one to represent displacement from the shop to the friend’s house. Draw another line joining the tail of the first to the head of the latter. Now measure distance to the friend’s house from the girl’s house and direction (say angle between line joining the shop and the line joining the friend’s house from the girl’s house)

- 50 -

Combinations of velocities Background knowledge: meaning of Speed and velocity In ordinary conversation the term velocity is used interchangeably with speed. In science, however, these terms have specific meanings. Velocity is the rate of change of displacement with time, while speed is the rate of change of distance with time. Velocity is therefore a vector quantity whereas speed is a scalar quantity. For instance, a bus may be observed to travel at a steady speed of 20km/h along a straight stretch of road in a direction 300 east of south, the velocity is 20km/h 300 east of south. If the bus rounds a bend at the same speed, the direction of motion would be changing continuously and therefore its velocity would be continuously changing, as the speed remains constant. Addition of velocities RIVER CHILE Velocity of boat, ν1= 4.0 m/s

Velocity of water, ν2 = 3.0

Ans. νR = 5m/s, 53.10 clockwise from direction of river

Fig 4

Combinations of forces Students’ activities Forces of 2N and 3N acting in the same direction add up to give a resultant force of 5N 5N 2N

3N Fig 5

Forces of 2N and 4N acting in opposite directions add up to a resultant of 2N. 4N

2N

Fig 6

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Forces of 3N and 3N acting in opposite directions give a zero resultant force. 3N

3N

Fig 7

In examples 2 and 3 consider the case of ‘tag of war’. Forces at an angle Arrange two springs (P and Q) and a weight (W) on a vertical board as in Fig. 3 with a sheet of paper behind them. Take readings of springs P and Q. Trace on the paper the directions of P, Q and W along the strings. Remove the paper and using a scale of 1cm to represent 1N, draw lines to represent the three forces P, Q and W respectively, which act at point O. P and Q are balanced by W. Draw a parallelogram to show how the forces are interacting and determine the weight W. Exercise: Worked out examples + supervised practice Analytical method of combining vectors Background knowledge: Pythagoras theorem and trigonometric ratios In analytical method of combining vectors, we use ratios of sides of triangle, which are called trigonometric ratios. Ratio of the adjacent side of an angle to the hypotenuse of a right angled triangle is called Cosine while that of opposite side of an angle to the hypotenuse of the triangle is called Sine. Ratio of opposite to the adjacent sides is called Tangent. 4m

Example A student walks 4m eastward and then 3m southward.

θ

How far is

the student from the starting point? The triangle formed is a right-angled triangle. Therefore using Pythagoras theorem we get the direct distance from the start to the finish is 5m.

5m

3m

Fig 9

Direction of the student at the finish from the starting point is given by

tan θ = ¾ - 52 -

⇒ θ = 36.90 Therefore the position of the student at the finish from the start is 5m, 36.90 s Comments Again the group focused on how these Kenya-SMASSE colleagues come up with such stimulating activities that both enthuse students and facilitate their learning in a challenging way.

Hard work and time were cited as some elements needed for one to become adapted

at generating appropriate activities for lessons.

3.5.7.

Integrated Science Lesson Presentation from Malawi

NO OF PUPILS: 40 FORM: 1N TIME: 40 MINS TOPIC: ELEMENTS AND COMPOUNDS OBJECTIVES: By the end of this lesson pupils should be able to -Define Elements and Compounds -Identify Elements and Compounds PREREQUISITE: formulae respectively.

Knowledge of atoms and molecules and their symbols and

TEACHING AND LEARNING AIDS: List of some elements and their symbols. List of some molecules and their formulas Bottle tops labeled inside.

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PRESENTATION: INTRODUCTION TEACHER ACTIVITY

PUPIL ACTIVITY

-Revise previous lesson

-Respond to questions.

on atoms and molecules by asking

-Identify atoms and molecules from chart.

questions. -Use charts to identify atoms DEVELOPMENT TEACHER ACTIVITY

PUPIL ACTIVITY

-Introduce lessons topic by

coming with different combinations

Putting the pupils in 5 groups and give

of atoms to form molecules.

them the labeled bottle tops. -Using chart on the board ask pupils to

Coming up with comments on the

come up with different combinations of

combinations.

atoms to form molecules. -Explain

these differences and define

Elements and compounds CONCLUSION:. Discuss the different combinations made. Give a summary of the major points. Emphasize that atoms must be chemically joined to form elements and compounds. Comments The exposition was good. Suggested improvements included the following: Coloured beads, or small card board papers could also be used. The term ‘chemically joined’ was not appropriate as it implies use of chemical to join atoms If possible combinations of elements and compounds generated by the students should be examined and together with the students cross out all the impossible.

- 54 -

Those combinations not consistent with valency of the atoms involved. This progress of crossing out impossible combinations immediately was very important as it would present the situation where learners have to un-learn wrong ideas.

3.5.8.

Biotechnology Lesson Presentation from Malawi

by Mr. Chikwezga Subject: Science and Technology Topic: Biotechnology Subtopic:Agricultural biotechnology

Class: Form 3 Time: 40 mins No. of pupils: 40

Aim: To enable students to appreciate the application of biotechnology in agriculture. Specific Objectives: By the end of the lesson students should be able to : .identify examples of agricultural biotechnology .explain the principle of selective breeding as applied to agricultural biotechnology .assess the impact of agricultural biotechnologies on the well being of man. Prerequisite Knowledge .definition of biotechnology .types of biotechnologies .microorganisms .plant and animal pests and diseases .cell biology .gene concept Teaching and Learning Aids .charts of animals ( cattle, chicken, pests ) and maize .maize cobs, seeds of different varieties

- 55 -

PRESENTATION Teacher activity Introduction (5mins) . ask pupils to discuss the desirable characteristics in cattle kept for meat

Pupil activity .respond.

. ask the desirable characteristics in maize . comment / verify the responses using cattle charts and maize cobs / seeds. Development .explain the concept of genetic influence on the desirable characteristics of cattle and maize using cattle / chicken

. respond . listen, observe, take notes and ask questions . listen, observe, take notes

charts and maize cobs / seeds asks the importance of genetic manipulation with reference to the charts, materials etc.

notes and ask questions .respond, ask questions

. explain other arising biotechnologies in agriculture

.respond.

Conclusion .summarise the key points of the lesson .invites questions from pupils requiring clarifications on misconceptions,

. listen, take notes . copy the activity

misunderstandings etc. . ask pupils to explain the importance of agricultural biotechnology to an individual as a follow-up activity Comments It was felt very strongly that the lesson exposition was not what the participants expected. The participants hard expected a sample of the ideal situation on which they could give constructive criticism. Some of the comments were: It was also pointed out that the lesson prepared for this exercise (see appendix) was far superior to the one presented. This departure from workshop objectives was severely reprimanded, since the results of the baseline study already revealed this. The teacher defended his departure to reflect a typical situation in schools resulting from lack of lesson preparation, which in the pre-ASEI condition. - 56 -

 Otherwise on the actual lesson presented, participants had the following comments:  It did not draw on the current issues of GMO (genetically modified organisms) to arose controversy and interest in learners  It lacked specimens of biotechnology such as hybrids of animals such as chickens eg a six week old hybrid and local (non-hybrid) chicken for comparison.  It dwelt more on introducing the term biotechnology as though it was being taught for the first time. Rather, the introduction have dwelt on environmental technology

3.5.9.

Human Ecology Lesson Presentation from Malawi

ASEI/PDSI Lesson in MSCE Human Ecology by Mr. B. Navicha DATE: TIME: CLASS:

April, 2003 40 minutes Form 1

NUMBER OF PUPILS: TOPIC: CONCEPT: SUBCONCEPT:

20 Fibres Fabric tests Burning test Pupils should understand the procedure and results of burning test to identify fibre content in fabrics

AIM:

SPECIFIC OBJECTIVES:

By the end of the lesson pupils should be able to -mention at least four fabric tests -explain the procedure for the burning test -analyse results of the burning test -use the burning test to identify fabrics

TEACHING AND LEARNING AIDS: -candles, tins, fabrics (cotton, wool, poyester,nylon), matches, tongs, aluminium plates PREVIOUS KNOWLEDGE: -pupils already know types of fibres ,their characteristics, sources and processing

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INTRODUCTION Time 5minutes

Teacher’s Activity . Asks pupils to define fibres, yarns and fabrics . Asks pupils to give types of fibres and their sources .Tells pupils that they are going to learn about fabric tests with special emphasis on burning test

Pupil’s Activities . Answer orally

-

Resources

. Answer orally

-

. Listen

-

DEVELOPMENT Time 10minutes

Teacher’s Activities .Asks pupils if they know any fabric test

Pupil’s Activities . Answer orally

Mentions and writes examples of different fabric tests as below -microscope -burning -strength -absorbency - elasticity - crease resistance - alkali - acid - acetone

. Listen . Write notes

. Describes the procedure for the burning test

5minutes

Resources

chalk board

. Listen . Write notes

..Explain what to observe during fabric tests like colour of smoke, how fabric flares up, smell produced, whether it melts, whether it produces ashes

.Listen .Take notes

. Demonstrates the burning test on cotton and wool . Observe . Write notes

candle cotton fabric matches tin woolen cloth burning candle tongs aluminium plate

. Explain their observations

Their experiences on the burning wool

. Asks pupils to explain what they observed 15 minutes

. Asks

pupils to conduct fabric

- 58 -

tests on polyester and nylon in their groups

and cotton . Conduct burning tests on polyester and nylon .Write down their observations

.Asks pupils to explain what they observed during fabric tests on polyester and nylon

burning candles tins polyester and nylon fabrics tongs

.Answer orally Their experiences on the burning polyester and nylon fabrics

CONCLUSION Time 5minutes

Teacher’s Activities Asks pulpils to . mention four types of fabric tests . explain results of fabric tests on cotton, polyester, nylon .Summarises on the results of the burning tests .Gives pupils an assignment in which they should identify fibres in unknown fabrics before the next lesson .Tells pupils that in the next lesson they will conduct burning tests on other fabrics like rayon acetate, acrylic modacrcylic,spandex

Pupil’s Activities

Resources

.Answer

.Listen

.Listen .Collect materials

.Pieces of fabric

.Listen

Comments The lesson was good.

However, the following issues were raised, that:

Students were given less time to do the activity (burning test) because the teacher spent a lot of time explaining and demonstrating the burning test.

It was not necessary to demonstrate

and explain the burning test, rather, the teacher allowing the students to do the test on their own, and discuss the results afterwards highlighting the essential points.

- 59 -

Students could also have been given the opportunity to decide on the materials to use and the procedure to follow.

The teacher should have highlighted the unique characteristics of

fabrics that could be used to identify the fabrics. This could have better been done during the discussion of the results.

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3.5.10. Physical Science Lesson Presentation from Malawi SUBJECT TOPIC

: Physical Science : Magnets

FORM: 1 TIME: 40minutes

SUB-TOPIC: Properties of magnets SPECIFIC OBJECTIVES:  Identify magnetic poles  Describe behaviour of poles when brought closer together  Identify parts of magnet that exerts strongest force PREVIOUS KNOWLEDGE:  Attraction between magnets and magnetic materials.  Cardinal points. TEACHING AND LEARNING MATERIALS  Magnets, string, paper, iron filings, pencil or ball pen INTRODUCTION Review of previous work. What happens when magnets and magnetic materials are brought closer?

Answer: Materials are attracted to the magnet.

DEVELOPMENT Activity 1: Suspend a magnet on the pencil/ball pen with a string. Swing it and let it settle. Repeat step 2, at least three times, and write your observations. Observation: Settles in N-S direction. Repeat step 2, at least three times, and mark part pointing north – N and south – S. Result: Part pointing north, always points north. Similarly part pointing south, always points south. Conclusion : - A suspended magnet settles in N-S direction. Part pointing north, always points north and one pointing south points south. - The part of magnet that points north is called north seeking pole and one pointing south, south seeking pole.

- 61 -

Activity 2: Bring like poles closer and write your observation. Repeat step 1 with unlike poles. Observation: Like poles repel, unlike poles attract. Activity 3: Put a paper on a magnet. Spread iron filings on the paper and write your observation. Observation : More iron filings are attracted on the poles. Conclusion : Magnets have strongest force on the poles. CONCLUSION Ask students to mention properties of magnets they have learnt. Answers: 1.

A suspended magnet settles in N-S direction. Part pointing north, always points north and one pointing south points south. The part of magnet that points north is called north seeking pole and

2.

one pointing south, south seeking pole. Like poles repel, unlike poles attract.

3.

Magnets have strongest force on the poles

STUDENT ACTIVITY SHEET Activity 1: Suspend a magnet on pencil/ ball pen with a string. Swing it and let it settle. Repeat step 2, at least three times, and write your observations. Repeat step 2, at least three times, and mark part pointing north – N and south – S. Activity 2: Bring like poles closer and write your observation. Repeat step 1 with unlike poles. Activity 3: Put a paper on a magnet. Spread iron filings on the paper and write your observation. Comments Following the fair presentation, the participants wondered why this topic was perceived as difficult.

Some speculated that the non-contact nature of the magnetic force is what baffles

many students. - 62 -

It was also indicated that it was possible to make magnets locally in schools. The groups also felt that things that were obvious may not be that obvious to students and after all, they are the ones that pause as serious difficulties in learning. Due too this fact, it was recommended that the teacher ought to do a lot of background reading. do magnets don’t point in the W-E position?

For instance, why

This would explain why a freely suspended

magnet always settles in a N-S direction.

3.6. Secondary School Visit 3.6.1. Songani CDSS Observation of a Mathematics lesson by Mr. Katangwa Lesson presented: Long division of polynomials (MSCE) Below was a brief outline of the progress of the lesson: He told them what they were going to learn in the lesson and wrote the topic on chalk board. He defined polynomials and explained / defined degrees with respect to expressions. He revised long division as done in Arithmetic He demonstrated long division of polynomials that give remainders: Such as

x +3

x3 + 7 x 2 − 5 x + 9

Immediately he called upon students by name to answer questions He related this division of a polynomial to that in arithmetic. He asked the class for any questions after he had finished the demonstration and upon receiving no questions, he proceeded to give the class an exercise to do individually. Advised the students to discuss the questions but not cop each other’s work. He walked around marking the pupils work; usually without commenting on their work. - 63 -

Finally, he solved the sums himself on the chalkboard, with students calling out answers to various stages as teacher solved the questions. He then invited questions from the class after the going through all the questions. Upon receiving no questions, he ended the lesson. COMMENTS The teacher, plus a colleague a Diploma teacher, joined the participants to DCE where the lesson analysis was done. After receiving a few comments on what went well and more on what could be improved, it transpired that this evaluation exercise was not going to help the teacher concerned and the participants. It was then resolved to adopt a new strategy in analysing the lesson. The participants were then asked to come up with alternative ways of teaching the lesson by improving on the observed lesson.

Little did the participants realise what a hectic learning experience this would be! Three different

alternative lesson

plans

with

little

differences between them were produced from the groups made. Each alternative lesson plan aroused heated debate. Many searching questions were asked and were not answered. What was even more striking was the sharp difference between nature of lesson plans generated by the groups. While groups dominated by Malawians produced more of teacher centred lesson plans; the group with more of Kenyans, produced a more pupil activity oriented lesson plan consistent with the ASEI/PDSI philosophy being advocated.

- 64 -

LESSONS LEARNT FROM THIS EXERCISE The topic polynomials were difficult to teach. It required a lot of planning to make the abstract nature of polynomials become easily understood and appreciated by the students. It required some higher degree of content mastery by the teacher for the topic to be taught competently.

3.6.2.

Saint Mary’s Secondary School

Lesson presented: Protein foods – eggs The teacher progressed with the lesson this way:  Reviewed previous lesson on cooking foods Introduced new lesson;  Elicited sources of eggs from pupils;  Presented a diagram of an egg on chart;  labeled diagram herself, somewhere students calling out the names of parts of an egg;  Told the class the nutritional composition of different parts of the egg;  Explained why an egg is called an economical source of food;  Divided the class into groups to do some group work;  Handed out pieces of paper to the groups containing the task for that group to discuss ways of testing for the freshness of an egg and discuss way of storing eggs;  Asked group secretaries to go to the front of the class and report their findings to the class;    

Summarised group reports verbally, asked for clarification in some reports; Explained effect of heat on eggs; Called for ‘any questions’, and asked whether they were together; Gave an exercise for class to do individually (The questions were based on the lesson and activity done);

 Walked around the class, marking and clarifying some pupils responses;  Ended the lesson by introducing the subject of the next lesson: ways of cooking eggs.

- 65 -

OMMENTS: It was felt the following issues could be addressed in the lesson:
Lack of activity involving the eggs: a boiled





egg cut in half (vertically) would have sufficed for teaching structure of the egg; Bad eggs (rotten) and good fresh eggs could have helped in the group activity; Actual heating of the eggs to show effect of heating could have been done

OTHER CONCERNS INCLUDED:
Absence of note making by students during the lesson. This made the team suspect;
Pupils were given well prepared notes by the teacher to copy at an opportune time;
A practice that was not consistent with ASEI/PDSI approach, which encouraged pupils rote learning;





Notes should be taken as the lesson progresses; Teacher should have explored why a bad egg floats; why a bad egg produces sound when shaken; The teacher did not explain some terms; eg. Coagulation; The teacher should have asked pupils what nutrients could be obtained from eggs; draw features of eggs they know. The teacher over planned her work.

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3.7. Major Issues in INSET Curriculum Development for Malawi
INSET Cycles, (1st to 4th cycles)
Capacity Building (trainer of trainers, training of teachers, stakeholders workshop, training of inspectors, training of principals and regional trainer of trainers)
INSET Curriculum (baseline findings, written curriculum, training curriculum, monitoring and evaluation and attained curriculum)
Under baseline findings, the issues targeted included needs assessment, emerging issues, pedagogy, practical work, attitude of teachers, managers and students, content mastery by both teachers and students and resource utilization; which include development of teaching and learning materials, and prioritisation of resources THE WRITTEN CURRICULUM Mr. Waititu said it was necessary that Malawi identify her own philosophy similar to ASEI/PDSI in Kenya and went on to say that if its pleased Malawians, they could as well embrace the Kenyan ASEI/PDSI philosophy. With respect to issues emerging from the study, it was important to decide how much time would be needed to deal with each of the issues.

For instance would the tackling of sensitisation be a continuous process or not?

Written curriculum is important as it ensures continuity beyond project period. Themes for each set of interaction during (INSET cycles) would probably follow a format described below: 1st theme: Attitude This is primary and critical to enable us to succeed in our endevours. Unless all stakeholders develop a positive attitude to the ASEI/PDSI philosophy, we are not going to succeed in the project. 2nd cycle: Hands on activities

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In here, the focus is on directing teachers energy to hands on activities. While dealing with this, we continue focusing on attitude as well since it takes a long time to effect an change in attitude. Mr. Waititu reported of a sit-in teachers organized during a 2nd cycle of INSET in Kenya. In this instance, SMASSE-Kenya made it very clear to the teachers the importance of upholding the ASEI/PDSI philosophy and asked them to leave for their homes if they found the philosophy not welcome. As turned out, the teachers decided to stay on, and today they talk of the success story. 3rd cycle: Operationalsing ASEI 4th cycle: Transferability of ASEI/PDSI to the rest of the teachers Training Curriculum by identifying topics, and sequence of coverage during INSET, determining the slope of the curriculum, determining objectives related to the baseline study finding for each INSET. The INSET session plan or programme must ensure a good show to occupy the participants meaningfully. Developing training manuals and teaching materials embracing cardinal ideas and concepts Monitoring and Evaluation Scheme that comprised checking of progress of achievement of objectives, checking the efficiency of utilization of resources (materials and time), checking on sustainability mechanisms, to see if continuity of the project is ensured ever in the event of donors pulling out of the project and quality control Attained curriculum that comprised the extent of capacity development in teachers and all stakeholders involved in the INSET. Concluding remarks on Mr. Waititu’s presentation included the following:  Attitude was very important indeed, and critical to the project’s development; - 68 -

 This project (SMASSE-Malawi) was our (core trainers) responsibility. We could kill it or build it;  Partnership between the core team was very important. desist;  From slave-master relationship;

It was very important to

 That all in core team share experiences and not that some supervises, or advises anyone;  As in Kenya, it was important to develop a working relationship where all seen as equals;  That DCE must have resources open to all core team all the time;  That Ms. Yamamoto must find space beside the table; get involved in activities of SMASSE; and not only Mr. Nakayama who is the preacher and financier for SMASSE-Malawi;  The project, teachers, Ministry Hqs (MoEST) JICA, and students expect a lot from the core team;  Core team members were expected to live consistently with the philosophy that was preached;  It is important to answer and explain all whys, by the core team?  Any complaints within the core team must not spill over to the rest of the teachers;  As much as possible, the team must portray unity all the time. Comments: That baseline study had not revealed all information needed. Hence, there was need to identify key issues which Malawi would like to focus on. The evaluation from Kenya would be used as guide for Malawi too and that there was need to list all cross cutting issues that make a teacher a professional. Issues for INSET: Comments on issues were raised as follows:
That the information collected so far from baseline study, can be used in selecting


learning experiences and content; That there was still a need to go back to the field to pin down on the real issues to put in the INSET curriculum to make it relevant to the needs of the teachers.

- 69 -

Prioritisation Of Problems Identified In The Baseline Study: The group (core team) was divided into 4 subject teams to prioritise the problematic topics. The participants identified and prioritised the way forward. People responsible for each of the tasks to be done before the September Trial INSET were identified (see way forward).

3.8. Action Plan for the Next Stage At the end of the workshop, Malawian members took an initiative to draw the action plan for the way forward. All participants witnessed that Malawi SMASSE INSET Team had strong ownership to hold the “Trial INSET” in this coming September 2003, in which draft of INSET curriculum and teaching materials will be practiced and examined to test their feasibility and appropriateness.

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When (Time schedule)

2003 4

5

6

7

8

9

Remarks

1 2 3 4

What ( Activities) Set up College Based INSET Committee Further Baseline Study Finalise INSET Curriculum Develop INSET Modalities (prior + sept)

5

Subject Group Meeting

6 7

Develop Training Manuals Plan Lessons (resources)

8

Procurement of Materials

9 10

Peer Teaching Among Core Trainers INSET Programme Identify Trainers from Secondary Schools Invitation of Trainers Conduct INSET * Detailed time schedule for each activity shall be drawn by the responsible person and be aware among all TOTs.

11 12 13

Table 4: Action Plan for Trial INSET

- 71 -

By whom (responsible persons) Mr. Chimenya Mr. Phaundi-Shonga Mr. Mkandawire Mr. Ndolo Ms. Meke (HEC) Mr. Kuzemga (Physical Science) Mr. Msekandiana (Math) Mr. Phwetekere (Bio) Mrs. Yamamoto All TOTs Ms. Meke (HEC) Mr. Kuzemga (Physical Science) Mr. Msekandiana (Math) Mr. Phwetekere (Bio) All TOTs Mr. Chimenya All TOTs Mr. Chimenya All TOTs

4 ACHIVEMENTS AND ISSUES THROUGH THE JOINT WORKSHOP WITH KENYA 4.1. ACHIEVEMENTS 4.1.1. Common Consensus for Sustainable Development The one of the major purposes to conduct some activities such as stakeholders’ meeting, joint workshop since the preliminary stage of this programme is to sensitise all players that our final goal is to institutionalise INSET system for secondary education. INSET is nothing new in Malawi. Several types of INSET appeared in the past and disappeared. Do we really satisfy the educational system that has not provided regular training opportunities to teachers in order to upgrade their subject knowledge and teaching methodology under this rapid change of society? Can we relax to oversee the situation where school children are taught in an effective or sometimes wrong way for better understanding? This is a fundamental question why all of us are making efforts for this programme. “INSTITUTIONALISATION for sustainable development of INSET”, that should be our common goal to share with. Therefore, it is crucial for this programme to observe visible ownership from Malawi side, in which management expenses for activities are expected to be institutionalised in the public budget of education sector so that INSET activities can be secured in the long run. This joint workshop confirmed that the terms, institutionalisation, sustainability of INSET is becoming common consensus among stakeholders with Domasi College of Education, implementing agency and the centre of the programme.

4.1.2. Formulation of the Structure for SMASSE Activities In December 2002, the Ministry welcomed the new Secretary for Education, Science and Technology (SEST), which was used to be called Principal Permanent Secretary (PS). With some time for the new SEST to comprehensive understanding

- 72 -

about the status quo and issues in the education sector, the supporting structure from policy side toward Malawi SMASSE INSET has being arranged based on his strong leadership. By which, the Terms of References (TOR) was revised (See Annex 2). This extends the first draft (Annex 1) to identify the roles of the Steering Committee, the Technical committee and their memberships. These two committees are expected to manage, supervise, monitor and evaluate each activity for SMASSE INSET.

4.1.3. Budget Securing As the above 4.1.1. mentioned, the final goal we are targeting at, is to institutionalise INSET so that it is critical issue for the sustainable programme to ensure undertakings of management costs by Malawian side. The Divisional Education Manager and the Education Methods Adviser in South East Division have been involved in the programme by participating workshops, stakeholders’ and taskforce meeting from the beginning. With their dedicated contributions and understandings on institutionalising, management costs for SMASSE INSET Malawi have been appropriated in the Division Office and DCE for the budget in the next fiscal year which is going to be effective from July 2003. It can be seen as the realisation that real ownership has grown up at the ground level for INSET in secondary education.

4.1.4. Involvement of Secondary Teachers The staff shortage at DCE is the largest “Achilles’ Heel” for the implementation of the programme (See the report “Y. Nakayama (2002) SMASSE INSET Malawi - its possibility and issue -”). Most of staffs at DCE are engaged in pre-courses that require them to undertake lectures at regular basis so that the activities for INSET end in sidelines. This situation refers that restricting core trainers (who is expected to train secondary teachers in INSET system) to DCE staffs is not realistic. Therefore, it is necessary to extend DCE to capable secondary teachers, for example from conventional secondary schools in the pilot area. Based on this recognition, personal contacts with secondary science and mathematics teachers were conducted in the fist Needs Assessment Survey, which was carried out from November to December in 2002. Then those who showed strong - 73 -

interest on the programme were asked to be involved positively in the process of preparation for the joint workshop with SMASSE Kenya. Not only be a part of members, but they played an important role in the workshop. Hereafter they became members of taskforce team organised at DCE and to be in course of enhancing the activities of the programme.

4.1.5. Collaboration with CIDA SSTEP Project CIDA has been supporting DCE through SSTEP project in which upgrading teachers for those who are under qualified is conducted by distance mode. SMASSE INSET is also originated in the problem of quality of education at secondary level, especially from teaching methodological perspective. Therefore, collaborating with SSTEP project is critical for the maximum effects under restricted resources. Through the discussions with Dr Novak, the SSTEP project manager, on the preparation for the joint workshop, we reached the consensus that SSTEP and SMASSE are supplementary relations in which SSTEP is knowledge-based and SMASSE is teaching methodology-based support for unqualified secondary teachers. And we have agreed to interchange in each steering or technical committee to cooperate together. In this collaborative manner, three subject supervisors for SSTEP projects participated in the joint workshop and built mutual understandings on the effectiveness and importance of SMASSE INSET.

4.1.6. Restructuring Domasi College of Education At the beginning of the year 2003, the Office for Presidency and Cabinet (OPC) conducted the survey in DCE on human resources development and management. DCE pointed out the structural problems of staff shortage and proposed the establishment of new faculty named “Faculty of Distance and Continuing Education”.

According to

this proposal, the Department of Distance Education and the Department of In-Service Education and Training (INSET) shall stand at parallel. With the support from SSTEP and SMASSE for each department and establishing the new independent faculty, ensuring the staffs and budgets for each activity can be expected.

- 74 -

If this plan became true, the institutionalisation of INSET would be visible in staffing, budgeting and structuring for the future sustainability.

4.2. Issues 4.2.1. When will Restructuring Be Done? The proposal to establish the new faculty as 4.1.6. mentioned above is a critical point for the sustainable INSET system. However, it is still unclear when and what kind of shape that will be.

4.2.2. Is the Restructuring DCE a Panacea for Filling the Gap? The vacancies of the established posts are not something new to anywhere in the government. This problem of shortage of human resources is a national matter and permanent so that only restructuring DCE cannot simply solve the problem.

4.2.3. How Much will really be Disbursed for INSET Activities? The planning the budget for INSET activities is one thing, but the disbursement is another. Even though the South East Division and DCE planed to reserve for the next fiscal year, nobody knows how much really can be down to each level and how much can be used for. About 80% of the proposed budget is the actual one so putting it in place for INSET activities as one of priorities’ area is important.

4.2.4. How Can the Continuity Maintain at the Policy Level? The Ministry often finds it difficult to coordinate the matter, which relates to several divisions such as Planning, Secondary Education and Education Methods Advisory Services (EMAS). The SMASSE INSET is a type of this matter. On the other hand, if the programme relies on a strong leadership, it might be exposed to the political influence such as so quick turnover of high level officers. Therefore, it is a question of continuity of the policy in INSET system.

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5 SMASSE INSET MAL AWI AND ITS FUTURE 5.1. Scope of Technical Assistance JICA has been providing technical supports for the establishment of SMASSE INSET Malawi system with the cooperation from SMASSE Kenya and the regional association for strengthening mathematics and science in secondary education. These supports have been small-scale but flexible since the funding resource is based on the budget for promoting local activities (BLA) by the Education Planning Adviser who is based on the Ministry of Education, Lilongwe. There are two approaches to be considered for bordering the scope of technical cooperation as follows; １） Continuing the support by BLA (as we are undertaking); ２） Extending it into “Technical Cooperation Project (TCP)” type support in which the organised technical cooperation and the clear expected output are expected. The table below is the comparison, advantages and disadvantages between two approaches. Table 5: Comparative table of BLA and TCP

① BLA ② ① ②

TCP

③

④

Advantage Supports can be possible based on the minimum required capacity to implement the programme and self-reliance from Malawi side. Too much input that exceeds the capacity to receive is avoidable. Technical Cooperation at Domasi will be organised strengthen. The procurement of equipment enhances the implementing capacity of INSET activities. Comprehensive collaboration with NIPDEP (targeting on the capacity building at district educational administration) can be possible. The regional cooperation under SMASSE-WECSA will be promoted and can visualise.

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① ②

① ②

③

Disadvantage/Killer Assumption Contents and scope of supports will be restricted. Possibly the supports such as regional cooperation and in-country workshops end in single not holistic and effective. The capacity to cover management costs by Malawi side is questionable. The policy incentives to motivate serving teachers to participate in INSET activities have not put in place. Needs for strong leadership, in other words, the programme might be influenced by turnover of high level officers in the Ministry.

5.2. Proposals for Technical Cooperation–Minimum Requirement But Wider Approach5.2.1. Supports to Education Sector by Other Development Partners Based on the Policy Investment and Framework (PIF) that was officially legislated in September 2000 as the highest sector policy paper, the assistance to education sector in Malawi has been conducted in the framework of Sector Wide Approaches (SWAp). The main development partners in education sector are DFID, USAID, GTZ, WB, UNICEF, AfDB, UNFPA and JICA. Among these partners, the regular meeting is held once in a month. In that meeting, the progress of support activities, policy issues, the schedule for the future are reported or discussed. And the Joint Sector Review Meeting is held every year from 2000 in which all activities in the year are reviewed. The year, 2002, discussed about the theme of funding education sector in November. Figure 4 demonstrates the situation analysis of assistance to education sector by development partners. This tells us that most of the supports are concentrating on the primary sub-sector due to the urgent issues of the rapid expansion of enrolments at that level, the necessity to develop more teachers, the improvement for relevant curriculum, and the equipment of the facilities, learning materials after Free Primary Education (FPE) policy in 1994. For the primary sub-sector, the positive support has been provided by USAID, DFID, CIDA, GTZ and UNICEF. On the other hand, the few development partners are offering supports to the vocational, secondary and teacher development education. This overemphasis of primary education support can be observed in the budget allocation as well. Table 6 shows the budget planning of each education sub-sector approved by the Ministry of Finance for 2002/03 fiscal year3. It proves that 76% of the budget is shared by the primary education, and only 13% and 7% for secondary and teacher development education respectively.

3

The budget for higher and vocational education has not been approved. - 77 -

Sub-Sector Budget (MK) Share out of the Total (%) Administration and Management 206,095,600 4.1 Primary 3,827,576,100 75.8 Secondary 667,266,000 13.2 Teacher Education and Development 350,983,000 6.9 Total 5,051,920,700 100.0 Table 6: Budget Allocation for each sub-sector (Unit：MK；Malawi Kwacha、１＄=90MK

Source: MoEST（2002）

April 2003)

Understanding Education Budget, P13.

5.2.2. Issues of Supporting Education Sector The overemphasis on the primary sub-sector in both financing and the level of commitments by development partners can be observed as mentioned above. This is the result of coping with the improvement of access, quality and management at school level in that sub-sector as the emergent issues after 1994. And that has been always given the first priority in the Malawi Poverty Reduction Strategy Paper (MPRSP) and PIF. This effort brought tremendous achievements in the development of primary education to some extent even though issues are still remaining. However, nine years have passed since FPE. Another wave by the population group, which was expanded primary enrolments at that time, is surging to secondary sub-sector. Though the Distance Education Centres (DECs) were transformed, in order to absorb it, into Community Day Secondary Schools (CDSS) as institutions to provide secondary education in 1998, the quality of their facilities is not satisfied enough to conduct that level. Moreover, most of teachers at CDSS are under qualified, which means they have only certified as primary teachers, so that nominally CDSS are “secondary school” but there is little capacity to deal with providing education of that level. Having faced with this situation, the supporting structure to education sector in Malawi lacks appropriate balance in each sub-sector. Hereafter, reconsiderations on teacher education and development to ensure the quality for basic education is the critical issue.

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Other Development Partners Assistance by Japan

All Development Partners： Technical Advice and Capacity Building on Policy Planning, Management, Monitoring and Evaluation

Education Administration (Ministry, Division, District)

UNICEF: HIV/AIDS Club, Girls’ Education, Education for out-of-school children NGO: - CRECCOM - Save the Children (UK,US) - Africare etc.

Development Study：NIPDEP JICA Expert：Education Planning Adviser Formal Education

Non Formal Education （HIV/AIDS Edu.,Civic Edu.）

Tertiary Teacher Dev.& Edu.

Grant Aid： The Project for Domasi College of Education SV：Science Education Methods Adviser

GTZ: MIITEP WB: SEP

Vocationally

JOCV： Science and Mathematics Teacher

1) Primary：DFID, USAID, GTZ 2) Secondary：CIDA: SSTEP

Secondary Primary

Expert Local Activity： The Project for St John’s Primary School

WB: SEP, PHRD

USAID - GABLE,(UPIC, ICET) - QUEST (SMC-EQ, IEQ). DFID – ESSP, PCAR CIDA – GSES GTZ – MIITEP UNICEF – Basic Education Programme

ECCD

Figure 4: Assistance for Education Sector in Malawi - 79 -

5.2.3. Supports to Education Sector by Japan The supports to education sector in Malawi by Japan can be expressed as “marking points” through technical support of planning and implementing the projects in each scheme of “Development Study 4 ” and “Grant Aid 5 ”, by the displacement of the “Education Planning Adviser” in the Ministry of Education, Science and Technology (See Figure 4). The support for education development needs multidimensional approaches., Several dimensional approaches, for example, in order to enhance the quality of education, not only the improvement of facilities but training teachers with providing effective learning materials, sensitising in the community on understanding of education and capacity building at administrative level are necessary. For that reason, Japan is required to take the program approach, which promotes to relate on-going supports which marked as “a point” in order to transform them into “holistic or comprehensive” technical assistance in the future. In other words, it is important to support education sector in Malawi as an organic/strategic programme in which each project would be integrated to supplement each other under the overall programme. Moreover, with looking at the supports by other development partners on primary education, it is strongly recommendable to commit the secondary education and teacher education so that the well-balanced support in education sector as a whole could be achieved and the relative advantage in assisting the development at that level of education by the maximum usage of experiences and know-how in Asian countries such as Philippine, Cambodia or other African countries such as Ghana, Kenya and South Africa could be applied. Figure 5 demonstrates the concept of programme support to education sector in Malawi by integrating on-going projects.

4

2000-02: National School Mapping and Micro-planning, 2002-04: National Implementation Programme for District Education Plans 5 2003: The basic design study for the project for the improvement at Domasi College of Education

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3rd Stratum

2nd Stratum

Capacity Building in Educational Administration : NIPDEP Pilot Areas 1st Stratum

Secondary & Teacher Development Grant Aid for strengthening the capacity of facilities

Domasi College of Education (DCE) South East Division

SMASSE INSET Malawi Support

SMSSE WECSA NETWORK Africa Regional Cooperation

Figure 5: Concept of Programme Support to Education Sector in Malawi

Three strata can be considered in the framework to support education sector in Malawi in the future. The first stratum is the support to establish SMASSE INSET Malawi based on DCE. This is targeting at under qualified teachers, especially at DCSS in the South East

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Division as the pilot area where DCE is also located. The SSTEP project by CIDA is strengthening the subject knowledge to upgrade their certificates from primary to secondary level and the SMASSE INSET Malawi is expected to strengthen how that knowledge can be transferred to students in the class, in other words, empowering teaching methodologies of teachers. Besides, the secondary demonstration school is on the plan through the grant aid project, at which INSET workshop will be implemented to embody the harmonisation hardware supports with software ones. The second stratum is the support for capacity building for education administrators through the Development Study, NIPDEP. At present, NIPDEP is under going to strengthen the administrative capacity and to promote decentralisation in education through the implementation of District Education Plans made in micro-planning phase I. This stratum is playing an important role to assist the secondary and teacher development education that is the first stratum from administrative perspectives. The effects of the support for teaching/learning materials and teacher development would be decreased if the administrative supporting system were vulnerable. Therefore, for the effective support to enhance the implementation of education development policy, the collaborative matching the first stratum with the second is critically important. The third stratum is the support through regional cooperation in Africa. SMASSE INSET Malawi, the first stratum, has been conducting the preparatory stage through technical exchanges or tripartite counterpart trainings since 2001. The more the regional network on secondary mathematics and science education under the umbrella of SMASSE-WECSA is strengthen, the more SMASSE INSET Malawi will be empowered through sharing and exchanging the experiences and knowledge in the African region. As mentioned above, the approach how Japan supports the education sector in Malawi is not “point marking” but “comprehensive and holistic”. Three strata, which have been built by the assistance in the past, should be integrated to encourage synergy effects in which each support can be interrelated in an effective manner.

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5.2.4. Proposed Schedule6 for Transforming into Programme-Based Support The Table 7 shows the time framework for each on-going projects. With this given schedule, three scenarios can be considered for the transforming the existing projects into programme-based supports as the following. The point when the Stage 27 of SMASSE INSET

A) Dec. 2003 / Jan. 2004 ～:

Malawi preparatory programme finishes B) Apr/May. 2004～

: The point when the Pilot Project 1 of NIPDEP finishes

C) Dec. 2004 /Jan. 2005～

:

The point when the Stage 3 of SMASSE INSET Malawi Preparatory programme finishes

Year

2003

Fiscal Year

Month

at DCE SMASSE

2005

2003 6

7

8

9

10

2004

11

12

1

2

3

4

Pilot Project 1

NIPDEP Grant Aid

2004

5

6

7

8

9

10

05

11

12

1

2

3

4

Pilot Project 2 Implementation (construction & procurement)

Basic Design Study

expected

STAGE 2

STAGE 3 (A)▲

scenario

(B)▲

(C)▲

Table 7： Proposed Time Schedule for Transforming into Programme-based Support In order to examine the appropriateness of each scenario, we try to adopt six indicators below in this paper. (a)

(b)

Contribution to each

An indicator to assess how impact on each

project:

project it can be expected

Effectiveness for the

An indicator to assess how appropriate of the

integration:

timing for the integration of each project

6

For the detailed information about the schedule of each project, see Annex 3 (NIPDEP) and Annex 4 (SMASSE INSET Malawi). 7 See Annex 5 for the expected purposes and activities for each stage of the preparatory stage of SMASSE INSET Malawi system

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(c)

(d)

(e)

(f)

Cost-efficiency on the

An indicator to assess how cost-effective for the

procedure:

transition into programme-based support

Ownership of the

An indicator to assess when the sense of

programme:

ownership can sustain

Budget undertakings

An indicator to assess how budget commitment

from Malawi:

from Malawi side can be secured

Sustainability:

An indicator to assess when is appropriate to ensure the sustainability of the programme

Indicators

(a)

(b)

(c)

(d)

(e)

(f)

Total Evaluation

A

◎

○

○

○

○

○

1

B

○

◎

○

○

△

○

2

C

△

△

◎

○

△

○

3

Scenario

Table 8: Assessment of each Scenario The table 8 is presenting the impact assessment of each scenario. In terms of the extent of Contribution, the earlier the integrated programme starts, the more on-going projects could benefits, especially, SMASSE INSET Malawi could expect organised and effective technical supports from it. On Effectiveness for integrating each project, the scenario B would be the most ideal since if we look at NIPDEP to absorb in the programme, seeing the progress of the pilot project 1 would give us some ideas for the plan to integrate those projects. However, after completing pilot project 2 might be late for combining several projects. It would be better to start one of these then involve the other afterward. From the perspective of Cost-efficiency, the scenario C would be the best for both preparatory stage of SMASSE INSET and NIPDEP will be finished and can start the new programme at the same time. For Ownership and Sustainability, no difference can be seen in all three scenarios so far. If we assume that the level of ownership and sustainability can be assessed by 1) a strong political will or commitment, 2) a proper budget/human resources allocation and 3) an organising structure to support the activities, Malawi gets clear about all these factors as of May 2003 with the conditions that the budget reserved in planning for

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supporting SMASSE INSET would be disbursed on proper time and place. That is why the Budgeting factor is the question in scenario B and C. The fiscal calendar of Malawi is from July to next June. On the condition that the budget for SMASSE is secured at the beginning of the 2003/04 fiscal year, around the time that scenario A proposes is more favourable than B and C because on the earlier of the fiscal year is, the more possible to disburse budget to specific activities. And the budget planning for the next fiscal year is not fixed yet. In conclusion, the scenario A or B is recommendable for the timing to transform project-based support into an integrated programme.

5.3. Outline of the Proposed Programme This Progress Report II on the Pilot Programme for Establishment of SMASSE INSET Malawi would like to conclude by proposing the outline of the programme for the future cooperation between Malawi and Japan in education sector. There are twofold; 1) component 1 for supporting SMASSE INSET Malawi and 2) component 2 for supporting for institutional capacity building at central, divisional and district level.

5.3.1. Component 1 – SMASSE INSET Malawi – Through this component 1, the sustainable In-service training (INSET) system for secondary teachers will be established.

Implementation Period: 5 years (60 months) Overall Goals

Project Purposes

Expected Outputs

The sustainable INSET system (SMASSE INSET Malawi) for especially mathematics and science teachers is institutionalised in Malawi. 1) The INSET system is institutionalised in the South East Division, the pilot area. 2) Quality of education in mathematics and science at secondary level is enhanced through INSET of teachers in the pilot area. 1) The sustainable system of training for divisional trainers in the pilot area in mathematics and science is established at Domasi College of Education (DCE) 2) The sustainable system of INSET in mathematics and

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Major Activities

Project Areas Target Groups Inputs

science is established in the pilot area. 3) Capacity in teaching methodologies of mathematics and science among teachers in the pilot are improved 4) The roles of DCE as resource centre in implementing INSET is strengthen 1-1: To select divisional trainers in the pilot area 1-2: To train divisional trainers for the pilot area at DCE 1-3: To conduct monitoring/evaluation in are of effectiveness of INSET 1-4: To support INSET through follow-up activities 2-1: To select trainees and schools for INSET in the pilot area 2-2: To improve teaching and learning conditions in mathematics and science at the selected schools in the pilot area 2-3: To implement INSET at DCE 2-4: To promote secondary educational management courses for relevant officers at MoEST and school managers in the pilot area 3-1: To study, analyse and evaluate the present situation, problems and needs in mathematics and science education at secondary level in the pilot area 3-2: To conduct the study in subject teaching methodology and contents of pre-service teaching manuals in mathematics and science 3-3: To upgrade the capacity of counterparts in managing the projects 3-4: To develop and produce syllabi/curricula for INSET on the mathematics and science subjects 3-5: To develop and produce training materials for INSET on the mathematics and science subjects 3-6: To develop and produce teachers’ guides and manuals for experiments which are based on the maximum usage of local resources and situations 3-7: To develop and produce manuals for management of teaching/learning resources 4-1: To establish and promote to exchange information on subject matters among secondary school teachers when need arises 4-2: To promote and practice mathematics and science activities when need arises South East Division Secondary teachers in mathematics and science (including Home Economics) who are under-qualified 1. Malawian side: a) Offering offices and other necessary facilities b) Assignment of Malawian counterparts at DCE

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Supervising Agency Implementing Agency

c) Assignment of administrative counterparts at MoEST d) Expenses necessary for the implementation of the activities e) A certain percentage of expenses for mathematics and science teachers to attend INSET at DCE in the pilot area 2. Japanese side*: a) Dispatch of long-term technical experts b) Dispatch of short-term technical experts c) Provision of counterpart training d) Provision of equipment Ministry of Education, Science and Technology Domasi College of Education

* Proposed Input from Japanese side:

Technical Cooperation

Experts

Vehicle Support of Equipment Office Equipment

Assigned/Distributed Organisation

No.

Purposes

DCE

2～3

Technical support on implementing INSET

Department of Teacher Education and Development (DTED)/ Education Methods Advisory Services (EMAS)

1

Planning Department (Team Leader)

1

DCE

1～2

South East Divisional Office

1

DCE South East Divisional Office Core Secondary Schools



S/A

Technical support on planning, monitoring and evaluating the development of secondary education teacher education in the Ministry

Implementing/M onitoring INSET activities For effective office work in development learning materials or logistical matter

The technical adviser dispatched to Planning Department in the Ministry is expected to be a team leader and to hold the post of adviser for Administrative Capacity Building, component 2 in the programme support.

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Counterpart Training

Reference books

DCE

S/A

Japan/ SMASSE-W ECSA

Kenya SMASSE/Ghana SMC

10-30/ year

For developing teaching and learning materials Strengthening capacity in INSET management

* S/A: Situational Assessment is necessary

5.3.2. Component 2 – Administrative Capacity Building in Education – Overall Goals

Project Purposes

Expected Outputs

Major Activities

The institutional capacity at the central and local administrative system in the primary and secondary education is strengthen in Malawi. The administrative system to implement District Education Plans (DEPs) is established at central and district level in the pilot areas. 1) The sustainable system of updating DEPs in each district is established. 2) The sustainable system of training for divisional and district education officers in administrative and financial management is established. 3) Capacity in planning, implementing, monitoring and evaluating the activities in education sector is improved 4) The collaborative implementation of activities between the central and district education offices is strengthen 1-1: To identify trainers at central, divisional and district level 1-2: To train trainers in updating data of DEPs 1-3: To develop a schedule and roles of officers at each administrative level for updating DEPs 1-4: To strengthen funding management 2-1: To develop guidelines of carrier development through training in administrative management 2-2: To conduct training workshop/seminar for educational management 2-3: To develop guidelines of performance assessment for individual personnel and each education offices 2-4: To implement workshop and seminars at each administrative level 3-1: To study, analyse and evaluate the present situation, problems and needs in education policy management at each administrative level 3-2: To upgrade the capacity of counterparts/trainees in managing the projects 3-5: To develop and produce training materials for

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Project Areas Target Groups Inputs

Supervising Agency Implementing Agency

administrative personnel at each level 3-7: To develop and produce manuals for management of educational offices at each level 4-1: To establish and promote effective information flow between central offices and district level 4-2: To promote and practice educational activities in administration when need arises Whole nation Ministry officers at Central, divisional and district level 3. Malawian side: a) Offering offices and other necessary facilities b) Assignment of Malawian counterparts in the Ministry at Lilongwe, Mzuzu and Blantyre c) Assignment of administrative counterparts at MoEST d) Expenses necessary for the implementation of the activities e) A certain percentage of expenses for manageing activities 4. Japanese side*: a) Dispatch of long-term technical experts b) Dispatch of short-term technical experts c) Provision of counterpart training d) Provision of equipment Ministry of Education, Science and Technology Ministry Headquarter, North Divisional Office, South West Divisional Office and relevant districts education offices

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* Proposed Input from Japanese side:

Technical Cooperation

Experts

Vehicle Support of Equipment

Assigned/Distributed Organisation

No.

Planning Department (Team Leader)

1

North Divisional Office (Mzuzu)

1

South West Divisional Office (Blantyre)

1

MoEST Headquarters (Lilongwe) North Divisional Office (Mzuzu) South West Divisional Office (Blantyre)

Office Equipment

The pilot areas

Japan/ Africa-Asia Tanzania/Colombo Plan regional Secretariat cooperation * S/A: Situational Assessment is necessary Counterpart Training



Please see the footnotes of Component 1.

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Purposes

Technical support on planning, monitoring and evaluating the programme for administrative capacity building

1 1

For the effective management of activities

1 For effective office work in planning and management Strengthening 10-20/ capacity in year administrative management S/A