03 Smasse Inset Malawi Pilot Programme Progress Report Ii Annex 1

Annex 1: Terms of References (Original) Ministry of Education, Science and Technology in Malawi SMASSE INSET Malawi Pilot Programme TERMS OF REFERENCE October 2002 1.

Introduction and Background ① Malawi has experienced some major changes in education over the past eight years. Many of these changes were triggered by the introduction of Free Primary Education in 1994, as a result of which primary school enrolments rose dramatically. Expansion of the primary sub-sector has in turn put pressure on the secondary sub-sector as well. ② In order to deal with the expansion of the demand for secondary education, the Government of Malawi (GOM) authorised the conventional Distance Education Centres (DECs) in 1998. ③ This policy change on secondary education has brought about a rapid expansion of the enrolment that rose from 70,000 in 1997 into 240,000 in 1999. ④ Several harmful effects have been observed for this phenomenon in a short-term, out of which the shortage of qualified teachers is devastating. About 67% of total enrolments in secondary education is accommodated in CDSS, however, most of teachers at CDSS are under qualified. The educational statistics reveals that about 68% of teachers at secondary level out of 4,300 in total is under qualified, who has only certificates for primary education. ⑤ With the recognition of the situation above, the Policy & Investment Framework (PIF), education’s response to GOM priority policy of poverty reduction and addresses the national educational goals as spelt out in Vision 2020 and the MPRSP, understands that the strong secondary school system is an important link between primary and higher levels of education. ⑥ Moreover, in MPRSP and PIF, GOM declares the importance of upgrading secondary schools’ human physical resources to minimum operational standards through such as a decentralization of administrative management at secondary education, collaborative financing system to achieve cost-effective use of available resources, and continuous upgrading system for unqualified teachers. ⑦ We have recognised the need to put in place effective mechanisms to ensure prudent use of resources and increase the level of resources for secondary teacher training through mobilisation of government and resources from development partners as well as cost-sharing with the Teacher Training Colleges (TTC) trainees and serving teachers at secondary schools. ⑧ The present ToRs outline the main thrust of the programme for the establishment of IN-Service Education and Training (INSET) system for secondary education in Malawi.

Annex 1: Terms of References (Original) 2.

Overall Goal, Programme Purpose Purpose The overall goal of the programme is to upgrade and improve the performance of secondary

education, especially in mathematics and science. The purposes of the programme is to strengthen the quality of secondary education, focusing on mathematics and science through IN-Service Education and Training (INSET) for serving teachers who are under-qualified in the pilot districts. 3.

Outputs The expected outputs through the programme are; ① to refine teaching and learning attitude based on the PDSI (Plan, Do, See, Improve) and ASEI (Activity, Student-centred, Experiment and Improvisation); ② to design the curriculum for INSET; ③ to develop teaching and learning instruments; ④ to establish a training system for the district trainers in pilot districts at Domasi College of Education; ⑤ to establish a sustainable INSET system (Planning, Implementation, Management, Monitoring, Evaluation, Feedback (PIMMEF cycle), especially, in mathematics and science at secondary education in the pilot districts; ⑥ to strengthen the cluster system for teacher training

4.

Pilot Districts In the aspect of accessibility from Domasi College of Education (DCE), the implementing institution of the programme, the pilot district is the South East Division where DCE is located, and in which appropriate number of schools are selected based on the criteria for the feasible study.

5.

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

The table below shows the necessary roles for the management of INSET system

undertaken by each player.

Annex 1: Terms of References (Original) Players Roles (1) Daily Allowance (2) Travel Allowance (3) Subsistence Allowance Players Roles (4) Accommodation Allowance (5) Transport

MoEST

DEO

DCE

DEO

DCE

● ●

● ●

MoEST

● ●

(7) Logistics (editing M/M,

Malawi

Kenya

JICA

SMASSE

Malawi

Kenya

●

●

●

printing and circulating etc.) (8) Technical Assistance (9) Provision of equipment

●

and materials Funds

SMASSE

● ● ●

(6) Accommodation (facility)

(10) Management of INSET

JICA

●

●

●

Annex 1: Terms of References (Original) 6.

Organizational Chart Steering Committee (10) Financial Committee

Technical Committee

Malawian Side

Japanese Side (7)（10） Domasi College of Education

(8) JICA Malawi
Planning Adviser
Science & Math Adviser

(9)

Director of EMAS

(8)

SMASSE Kenya

Secretary for EST

Director of Teacher Education and Development

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

(1) (2) (3) (4) (5) South East Divisional Educational Officers

(9)

(10) (5) (6) District Educational Officers

(9)

(10) (5) (6) Pilot Secondary Schools

JOCV Science & Math Teachers (8)

* The number indicated in the table corresponds to roles undertaken by each player clarified in 5. 7.

Programme Process and Outputs

1. STAGE I: Aug. 2002 – Mar. 2003 (8 months): Preparatory Stage Responsibilities Objectives

The establishment of the desirable environments for setting up the SMASSE INSET in Malawi

Outputs

1. To attain the common consensus for the policy, overall framework and expected each role among

1. All stakeholders Facilitator: JICA Malawi

the stakeholders 2. To prepare and implement ‘Needs Assessment

2. DCE, SAMSSE Kenya

Survey’ 3. To design the curriculum for INSET 4. To

develop

instruments

the

teaching

and

3. DCE learning

4. DCE

Annex 1: Terms of References (Original) 5. To change the teaching attitude and practice teaching

methods

based

on

the

5. DCE, MoEST

SMASSE

philosophy Activities

1-1.

To set up the preparatory committee in

1-1. All stakeholders

MoEST, DCE and SE Division of MoEST 1-2.

To have regular meetings in each stakeholder

1-3.

To hold stakeholder’ meeting (Sep., Dec.’02 & Feb.’03)

2-1.

1-2. All stakeholders 1-3. All stakeholders

To design the evaluation and assessment form

with

technical

support

from 2-1. DCE

SMASSE-Kenya 2-2.

To have regular consultations from MoEST & JICA Experts

2-3.

To implement Needs Assessment in SE Division

2-2. MoEST, JICA Experts 2-3. SE of MoEST, DCE

2-4.

To analyse the result of Needs Assessment

3

To transfer the result of Needs Assessment

2-4. DCE

into curriculum development

3 DCE

4-1.

To study teaching and learning instruments

4-2.

To develop teaching and learning lesson

4-1. DCE

plans and instruments

4-2. DCE

4-3.

To have regular discussions and refine the above instruments

5-1.

To utilise the SMASSE teaching and learning methods in the regular lesson

5-2.

5-1. DCE

To have a regular meeting and group lessons to evaluate the above methods

5-3.

4-3. DCE

5-2. DCE

To refine the methods through ‘learning by doing’

5-3. DCE

2. STAGE II: Apr. 20022002- Nov. 2002 (6 months): Trial Stage Responsibilities Objectives

The accomplishment of the strategic plan for SMASSE INSET System and teaching and learning methods and manuals

Outputs

1. To attain the common consensus for teaching &

1. All stakeholders

learning methods among the stakeholders 2. To refine the teaching & learning methods

2. DCE, SE of MoEST

Annex 1: Terms of References (Original) Activities

1.

To have regular meetings in each stakeholder

1-1. All stakeholders

2-1.

To hold stakeholder’ meeting (Aug.’03)

2-1. All stakeholders

2-2.

To have regular lessons and meetings by

2-2. DCE

using the methods developed in the STAGE I To have a trainees’ training with the

2-3.

2-3. DCE, SE of MoEST

technical support from SMASSE Kenya 2-4.

To have a Trial INSET Programme in the

2-4. All stakeholders

pilot secondary school 3. STAGE III: Dec. 20032003- Aug. 2004, 1 cycle (9 months): Implementation Stage Responsibilities Objectives

The implementation of the SMASSE INSET System

Outputs

1. To implement the INSET Programme during every school holidays

1. DCE

(supported

by All

stakeholders)

2. To monitor the INSET Programme

2. SE of MoEST

3. To evaluate the INSET Programme

3. All stakeholders

4. To reflect the improvement on the INSET

4. All stakeholders

Programme 5. To improve the INSET Programme Activities

1.

5. All stakeholders

To implement the INSET Programme during every school holidays

2-1.

1. DCE

(supported

by

all

stakeholders)

To establish the monitoring team and

2-1. SE of MoEST, MoEST

system 2-2.

To implement the regular monitoring to give

2-3.

SE of MoEST, MoEST

3-1.

All stakeholders

3-2.

All stakeholders

3-3.

All stakeholders

a consultation 3-1.

To

establish

internal

and

external

evaluation committee in each stakeholder 3-2.

To implement the evaluation of INSET Programme

3-3.

To analyse the result of the evaluation of INSET Programme

4. 5.

To have a stakeholders’ meeting To reflect recommended solution on the INSET programme in order to innovate

6. All stakeholders 7. All stakeholders