2003 Inset Smasse Malawi Pilot Programme Progress Report I (eng.)

PROGRESS REPORT FOR

THE ESTABLESHMENT OF SMASSE INSET MALAWI PILOT PROGRAMME - Needs Assessment Survey & The 1st and 2nd Stakeholders’ Meetings Domasi College of Education Ministry of Education, Science and Technology, Malawi

February 2003

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Contents Acknowledgements ………………………………………………………………. 4 Preface ……………………………………………………………………………. 6 List of Abbreviations ……………………………………………………………… 8 Chapter 1 …………………………………………………………………………. 11 1st Stakeholders’ meeting …………………………………………………………. 11 Introduction ……………………………………………………………………….. 11 Opening of the 1st Stakeholders’ meeting ………………………………………… 12 Recommendation from the 1st Stakeholders’ meeting ……………………………. 12 INSET plans in the pipeline ………………………………………………………. 14 Programme and list of stakeholders that attended the 1st Stakeholders’ meeting on 24/1/02 ………………………………………………………………. 15 Presentation on 1st Stakeholders’ meeting ……………………………………… 18 Chapter 2 ………………………………………………………………………… 22 2nd Stakeholders’ meeting ………………………………………………………. 22 Introduction ………………………………………………………………………. 22 Opening of the 2nd Stakeholders’ meeting ……………………………………….. 22 Keynote address for the meeting …………………………………………………. 23 Deliberations, programme and list of participants to the 2nd Stakeholders’ meeting.36 Chapter 3 …………………………………………………………………………. 39 Needs Assessment ………………………………………………………………. 39 Introduction ……………………………………………………………………… 39 Plans for school pre-visits and field survey …………………………………….. 40 Presentation of results of the survey ……………………………………………….41 Background to Education in Malawi ………………………………………………41 Key issues in secondary school Mathematics and Science (1994-2002) ………… 42 Emerging issues in secondary education (1994-2002) ………………………….. 43 Mathematics and Science Education ……………………………………………. 44 Methodology ……………………………………………………………………… 45 Framework of draft report ………………………………………………………… 45 Rationale ………………………………………………………………………….. 45 Expectations …………………………………………………………………….. 46 2

General information ……………………………………………………………… 46 Teacher qualification ……………………………………………………………… 46 Teaching experience ……………………………………………………………… 47 Subjects taught in schools ………………………………………………………… 48 Teaching and learning of Mathematics and Science ……………………………….48 Methods and assessment ………………………………………………………… 48 Attitude of pupils towards teaching and learning ………………………………….50 Difficult topics …………………………………………………………………..

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Suggestions for improvements ……………………………………………………. 56 Other challenges ………………………………………………………………….. 58 Staffing and Teacher qualifications …………………………………………….. 59 Administration capabilities ………………………………………………………. 59 Facilities and materials in schools ……………………………………………….. 59 Recognition and consensus of all stakeholders …………………………………….59 Donor coordination ……………………………………………………………….. 60 Overlapping programmes ………………………………………………………… 60 Financial support …………………………………………………………………. 60 Technical support ………………………………………………………………… 61 Availability of facilities, teaching and learning materials …………………………61 Ways forward and the INSET …………………………………………………….. 61 Stakeholders’ meetings …………………………………………………………… 61 INSET implementation …………………………………………………………… 61 Third country counterpart training …………………………………………………62 General comments on needs assessment survey ………………………………… 62 Comments made by the Head of Kenya SMASSE Unit and Head of SMASSE WECSA, Mr. B. Njuguna ……………………………………. 63 General comments on proposed Terms of references (ToRs) and ways forward… 68 Draft terms of reference ………………………………………………………….. 68 Discussions on proposed Terms of references (ToRs) ………………………….. 74 Activities immediate in the pipeline……………………………………………… 75 Proposed schedule for the establishment of INSET in Malawi …………………... 76 Appendices ……………………………………………………………………….. 77 3

Acknowledgements We would like to thank the Government of Malawi, through the Ministry of Education, Science and Technology (MoEST) for the support rendered to SMASSE activities in Malawi. We are also grateful to the Director of Education Methods Advisory Services (DEMAS), Mrs. M. Kabuye for giving keynote addresses in SMASSE functions. We would also like to acknowledge the full support and participation of other Ministry of Education, Science and Technology officials; Mrs. R.M. Ngalande, Acting Coordinator, TDU (MoEST), Mr. E.B. Thomo, TDU (MoEST), Mrs. L.V. Magreta, DDSE (MoEST), Mr. R.J. Nthengwe, ADSE, (MoEST), Mrs. C. Soko, PEMA, (MoEST), Ms. E. Chinguwo, SPO Education (MoEST), Mr.s C.C. Mussa, Division Manager, (SEED), Mrs. V. Sineta, PEMA (SEED) and many others who rendered support to us in one way or the other. We also sincerely thank JICA-Malawi for the moral, material and financial support rendered to us throughout previous SMASSE activities. In particular, we are grateful to Mr. Y. Nakayama, Education Planning Advisor, MoEST/JICA, Mr. Aoki, JICA Short Term Expert (DCE), Mrs. K. Yamamoto, Senior Volunteer (DCE) and Mr. S. Nkoka, Aid Coordinator, (JICA-Malawi), We feel equally indebted to JICA-Kenya and SMASSE-Kenya for the technical advice rendered to us before, during and after the needs assessment. In a special way, we are thankful to Mr. B. M. Njuguna, CPL-Head (SMASSE-Kenya) and Mr. H. Hattori, JICA Expert (SMASSE-Kenya). We would like to thank Management of Domasi College of Education for accepting to conduct SMASSE activities at DCE. To all Faculty of Science members, we are grateful for professionally designing and conducting the needs assessment as well as implementing and hosting stakeholders’ meetings. We are also very thankful to management, staff and pupils from the twenty-eight pilot schools in the South East Education Division (SEED) for accepting us to conduct the survey in their institutions.

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Lastly but least, we thank all the stakeholders drawn from the pilot schools in SEED for offering constructive advice and patronizing our meetings.

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Preface

This report is on the 1st and 2nd stakeholders’ meetings as well as the needs assessment survey that was conducted in 28 secondary schools in the South Eastern Education Division (SEED) which comprises of Zomba, Machinga, Balaka and Mangochi Districts in Malawi. These 28 schools included Government, Conventional, Private, Community Day and Grant Aided Secondary Schools. The broad objectives for the 1st stakeholders’ meeting were to sensitize stakeholders on the need for INSET provision and the INSET Pilot project in SEED, to psychologically prepare stakeholders for their roles during the pilot phase as well, to introduce the need for cost sharing during INSET activities and to develop a sustainable model for the institutionalization and regularization of the SMASSE INSET in Malawi. The main expected output was to come up with recommendations for sustaining INSET activities in Malawi. Aims for the 2nd stakeholders’ meeting were to approve Terms of references (ToRs) for each stakeholder, to formulate the financial committee for the project and receive and discuss findings on the needs assessment survey for the pilot project (baseline study data). The needs assessment survey was aimed at finding out areas of need in Mathematics and Science Education at secondary school level in order to develop curricula for an INSET in Malawi. This report has been compiled by the following people:M.C Chimenya

Lecturer in Biology

Caretaker Dean of Science DCE

A.E.P. Phaundi-Shonga

Lecturer in Physics

DCE

D.E. Mweta

Lecturer in Chemistry DCE, Caretaker Head P/ Science

S.M.P Mkandawire

Lecturer in Mathematics

M. January

Lecturer In Mathematics DCE, Caretaker Head Mathematics

P.M.O. Makocho

Lecturer in Biology DCE

W.B Navicha

Lecturer in Human Ecology DCE

Mrs. E. Meke

Lecturer in Human Ecology DCE

Mrs V.U Ndolo

Lecturer in Human Ecology DCE 6

DCE Caretaker Head Biology

Mrs. C. Soko

PEMA

EMAS, MoEST Hq.

Mrs. V. Sineta

PEMA

South East Division

Mrs. N. Kachoka

Science Teacher

Masongola Secondary School

Mrs. A. Kamala

HoD, Science

St. Mary’s Secondary School

In collaboration with; Mr. Y. Nakayama

Education Planning Advisor, MoEST, Malawi

Mr. H. Hattori

JICA Expert-SMASSE, Kenya.

Mr. B. M. Njuguna

Head, SMASSE Unit, Kenya.

It is therefore our hope that this report will form a basis for all stakeholders to see the demand and need for INSET provision in Mathematics and Science at secondary school level not only in the South East Education Division but also for the whole Malawi. Above are the Core Team for the organization and implementation of the 1st and 2nd Stakeholders’ Meeting and Needs Assessment in SMASSE-INSET Provision in South East Education Division.

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List of abbreviations ADSE

Assistant Director, Secondary Education

ASEI

Activity, See, Experiment, Improvisation

B.ED

Bachelor of Education

CATS

Curriculum and Teaching Studies

CCAP

Church of Central Africa Presbyterian

CDSS

Community Day Secondary School

CSS

Conventional Secondary School

CHANCOL

Chancellor College

CIDA

Canadian International Development Agency

DCE

Domasi College of Education

DDSE

Deputy Director, Secondary Education

DEMAS

Director of Education Methods Advisory Services

DEO

District Education Officer

DIP.ED.

Diploma in Education

DTED

Director, Teacher Education

EDMU

Education Development Management Unit

GOM

Government of Malawi

HEC

Human Ecology

HOD

Head of Department

INSET

In-service Training

JCE

Junior Certificate of Education

JICA

Japanese International Cooperation Agency

JOCV

Japan Overseas Cooperation Volunteers 8

KSTC

Kenya Science Teachers’ College

MANEB

Malawi National Examinations Board

MIE

Malawi Institute of Education

MOEST

Ministry of Education Science and Technology

MSCE

Malawi School Certificate of Education

NON.ED.

Non Education

PDSI

Plan Do See Improvise

PEMA

Principal Education Methods Advisor

PIMMEF

Planning, Implementation, Management, Monitoring, Evaluation, Feedback

SE

Secondary Education

SEED

South East Education Division

SEP

Secondary Education Project

SMART

Specific Measurable Attainable Realistic Time-bound

SMASSE

Strengthening of Mathematics and Science Education at Secondary Level

SPO

Senior Programmes Officer

SSTEP

Secondary School Teacher Education Project

SWOT

Strength Weakness Opportunities and Threats

T2 CERT

T2 Certificate

TALULAR

Teaching and Learning Using Locally Available Resources

TDU

Teacher Development Unit

TOR

Terms of Reference

TTC

Teacher Training College (Primary) 9

UPE

Universal Primary Education

UPIC

University Partnership in Institutional Capacity

WECSA

Western Eastern Central Southern Africa

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CHAPTER 1 1st Stakeholders’ Meeting 1.0 Introduction The 1st Stakeholders’ Meeting was held on Thursday, 24th October, 2002 at Domasi College of Education. The host was Faculty of Science. Participants were drawn from Ministry of Education, Science and Technology (MoEST)-EMAS, DTED, Secondary Education, Planning, South East Education Division (SEED)- Education Division, DEO (Rural and Urban), CDSS, CSS, Grant Aided Schools and Private Secondary Schools; Domasi College of Education (DCE); Parasitatal Organisations- MIE, Chancellor College and development Partners JICA-Malawi. The broad objectives for the 1st stakeholders’ meeting were:to sensitize stakeholders on the need for INSET provision and the INSET Pilot project in SEED to psychologically prepare stakeholders for their roles during the INSET pilot phase to introduce the need for cost sharing during INSET activities and to develop a sustainable model for the institutionalization and regularization of the SMASSE INSET in Malawi. The main expected output was to come up with recommendations for sustaining INSET Provision in Malawi. Major topics that were discussed during the 1st stakeholders’ meeting included the following:Donor policies on INSET Challenges of INSETS in Malawi Background to SMASSE-INSET Pilot Project INSET institutionalization, regularization and sustainability MoEST and JICA collaboration in the education sector Plans in the pipeline for the INSET Pilot Project 11

1.1 Opening of the 1st stakeholders’ meeting The meeting was opened by the Principal of Domasi College of Education, Mr. N.T. Kaperemera. In his speech, he stressed the necessity and importance of establishing a sustainable INSET system in Mathematics and Science for secondary school teachers. The Acting Deputy Principal of Domasi College of Education, Mr. A.L.D. Mwanza, outlined events that had led to inception of the SMASSE INSET in Malawi since 2000. Mr. Nakayama, Education Planning Advisor- JICA/MoEST, gave a presentation on Effective Collaboration between Malawi and Japan in the Education Sector. He talked much on how the INSET system could be institutionalized and regularized in the education system. The keynote address was delivered by the Director of Education Methods Advisory Services (DEMAS) from MoEST, Mrs. M. Kabuye. Her speech emphasized on strengthening and improving Science and Mathematics teaching methodologies at secondary school level.

1.2 Recommendations from the 1st stakeholders’ meeting Participants observed that there was a growing need for renovating the knowledge and teaching methods of Mathematics and Science at secondary school level under a sustainable INSET system. To this end, four key areas were identified and recommendations were set for each as follows:-

1.2.1 Financial Recommendation on financial included:The need for MoEST to prepare SMASSE-INSET budget and incorporate it into the National Budget The Need for students to contribute towards conducting SMASSE-INSET activities at local level The need for increasing fees to enhance contribution for the implementation of INSET activities The need to establish mutual partnership with industries towards supporting SMASSE-INSET The need to sensitize stakeholders on the threat of ‘allowance syndrome’ The need to integrate Mathematics and Science teaching with other subjects 12

It was however observed that there were some limiting factors when it comes to finances. Some of these included:Some pupils drop out of school due to lack of money With cash budget system, government would not provide the whole amount of money as required Low-income base and large family sizes may constrain teachers from contributing

1.2.2 Management and organization of INSET Project Recommendation on management and organization of INSET Project included:That MoEST should be responsible for allowances and transport That JICA should be responsible for the provision of technical assistance, materials and equipment and counterpart training That MoEST should incorporate INSET Budget into its national budget That members of clusters and other stakeholders should participate in training

1.2.3 Donor and partner government policies Recommendation on donor and partner government policies included that MoEST should produce a specific INSET policy to cover the following:Phase-out plan or strategy for cost sharing on funding, say, 80%-20%, 70%-30%, 50%-50%, 30%-70%, etc. Contributions from MoEST Contributions from teachers Payment of allowances Incorporation of private secondary schools Recommendations on running costs and accommodation

1.2.4 Participation On participation participants recommended that:All stakeholders need to have a sense of ownership All stakeholders should be civic educated on INSET The project should not fully depend on donor support The cost sharing issues need to be instituted from the onset of the project 13

All stakeholders need to be involved in decision making and fund raising There is a need to form networking system with other stakeholders Open and education days on SMASSE need to be introduced Government through MoEST needs to recognize SMASSE INSET certificates for professional growth of certificate holders.

1.3 INSET Plans in the Pipeline Mr. Phaundi-Shonga, Lecturer in Physics at Domasi College of Education outlined the following plans that were embedded within the INSET Pilot project:

1.3.1 INSET Pilot Phase INSET pilot phase will be carried out in the South East Education Division (SEED) in three stages between 2002–2004. Each stage shall have a distinct plan of activities. These shall include preparation, trial training and full training in stages I, II, and III respectively.

1.3.2 Needs Assessment Needs assessment will be part of preparations. Teachers and students questionnaires will be developed by subject specialists within the Faculty of Science at Domasi College of Education in the areas of Mathematics, Biology, Physical Science, Integrated Science, Science and Technology and Home Economics. These questionnaires will be sent to Kenya for the contributions from Kenyan counterparts. While waiting for feedback, questionnaires will be pre-tested in selected secondary schools around DCE. Once contributions from Kenya are received, they shall be incorporated into final versions of questionnaires and field survey shall be conducted between 4th-8th November 2002. Secondary schools where the field survey will be conducted shall be visited to confirm the dates and time. The pre-visit trips shall end on 1st November 2002.

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1.3.3

2nd and 3rd Stakeholders’ Meetings

These also fall under preparations and were planned for December 2002 and February 2003. The 2nd stakeholders’ Meeting will attract heads of departments and some heads of institutions from surveyed secondary schools. This group will discuss the way forward upon receiving feedback on needs assessment. In addition, policy and decision makers shall be involved.

1.4 Programme and list of stakeholders that attended the 1st Stakeholders’ Meeting on 24/10/02 Table 1.0:

List of stakeholders that attended the 1st Stakeholders’ meeting

Name Mrs. M. Kabuye Mrs. R.M. Ngalande Mrs. L.V. Magreta Mr. N.T. Kaperemera Mr. A.L.D. Mwanza Mr. Nakayama Mr. S. Nkoka Mrs. Chokotho Dr. N. Mbano Mr. P. Mzumara Sister Makina Mrs. Nanthambwe Mrs. Mmanga Mr. L. Lemani Mr. J. Makoka Mr. R. Chitimbe Mr. T. Matinga Father P. Mumbulu Mr. S. Mangwiro Mr. B. Nkomba Mr. A. Manda Mr. M.C. Chimenya Mrs. E. Meke Mr. C. Mkandawire Mr. P. Makocho Mr. Aoki Mr. Navicha Mr. Phaundi-Shonga Mr. D. Mweta Mr. S. Mkandawire Mr. S. Shirasawa

Designation DEMAS, MoEST DTED, MoEST DDSE (MoEST) Principal, DCE Deputy Principal, DCE MoEST/JICA P. Advisor Aid Coordinator JICA-MW pp Division Manager (SEED) Head CATS, Chancol MIE Curriculum Specialist pp Head, St Mary’s Head, Mulunguzi Sec. Sch. Head, Likangala Sec. Sch. pp Head, Songani CDSS Director, Chinamwali Pvt. Board Chair “ Songani CDSS pp Board Chair, St. Mary’s PTA Chair, Likangala Sec Sch. PTA Chair, Mulunguzi Sec Sch PTA Chair, Chinamwali Sec Sch Dean Sciences, DCE Lecturer, HEC Lecturer, Biology Lecturer, Biology JICA Expert, DCE Lecturer, HEC Lecturer, Physics Lecturer, Chemistry Lecturer, Maths Lecturer, Maths 15

Address P/B 328, LL. P/B/ 215, LL. P/B/ 328, LL. Box 49, Domasi Box 49, Domasi P/B/ 328, LL.

Phone 01 788 3.4 01 755 5.4 01 788 871 01 536 255 01 536 255 01 789 336

P.O. Zomba Box 280, Zomba Box 50, Domasi P.O. Zomba Box 138, Zomba P/B/ 16, Zomba P/B 1, Domasi P/B 37, Zomba P/B 37’ Zomba P/B 1, Domasi P.O. Zomba P/B/ 16, Zomba Box 138, Zomba P/B 37’ Zomba Box 49, Domasi Box 49, Domasi Box 49, Domasi Box 49, Domasi Box 49, Domasi Box 49, Domasi Box 49, Domasi Box 49, Domasi Box 49, Domasi Box 49, Domasi

01 526 262 01 524 222 01 536 300 01 524 910 01 525 343 01 525 337 01 518 232 01 518 191 01525 910 01 525 337 01 525 343 01 518 232 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255

Mr. Polepole Mr. P. Ndolo Table 1.1:

Day T h u r s d a y

Time 8.308.40 8.408.50 8.509.10 9.109.40 9.4010.00

O c t o b e r

10.0010.20 10.2011.00

11.0012.00

24th

2 0 0 2

12.001.30 1.302.00 2.002.30 2.303.00

Project Officer-sstep HoD Science-Malosa

Box 49, Domasi Box 49, Domasi

01 536 255 01 536 255

Programme for the 1st Stakeholders’ Meeting on 24/10/02

Activity Introductions Pre-Test Questionnaire Welcome remarks to stakeholders meeting Background to SMASSE INSET (activities done and progress to date) Effective collaboration between Malawi and Japan in the Education Sector Keynote address on the need for the institutionalisation of INSET in Malawi Mid-morning refreshments (group Photo) Introduction to INSET Sustainability and cost sharing :Lesson from previous to present INSET Provisions and challenges, examples from Australia (case studies) Group work on INSET Sustainability (Current challenges and way forward) Roles and ToRs for stakeholders: (Finances, Input from JICA, MoEST, Divisions, Schools, DCE, Stakeholders. Lunch Discussion on current challenges and way forward Recommendations on INSET sustainability Mid-afternoon refreshments

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Responsible person Caretaker Dean of Science, DCE. Mr. Chimenya Principal, DCE: Mr Kaperemera Acting Deputy Principal: Mr Mwanza MoEST Planning Advisor : Mr. Nakayama Director: EMAS: Mrs. M. Kabuye Kitchen Photographer Caretaker Dean of Science, DCE. Mr. Chimenya

Mr. Ndolo

Kitchen Secretary, messenger Ndolo and all stakeholders Mr. Makocho Kitchen

3.004.00

4.004.05 4.054.15

Plans in the pipeline for INSET institutionalisation at DCE/SE Division. (Needs assessment, 2nd and Mr. P. Shonga 3rd stakeholders’ meetings, and INSET Pilot Phase). Action Plan: formation of specific INSET Team (Finances, Content, Action Plan) Administrative announcements Caretaker Dean of Science, DCE. Post-Test Questionnaire Mr. Chimenya Principal, DCE: Mr Kaperemera Closing remarks

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T e a c h in g s h o u ld b e re g a rd e d a s a p ro fe s s io n : it is a fo rm o f p u b lic s e rv ic e w h ic h re q u ire s o f te a c h e rs e x p e rt k n o w le d g e a n d s p e c ia lis t s k ills , a c q u ire d a n d m a in ta in e d th ro u g h rig o ro u s c o n tin u in g s tu d y ; it c a lls a ls o fo r a s e n s e o f p e rs o n a l a n d c o rp o ra te re s p o n s ib ility fo r th e e d u c a tio n a n d w e lfa re o f p u p ils in th e ir c h a rg e . U N E S C O & IL O (1 9 9 6 ) R e c o m m e n d a tio n s C o n c e r n in g th e S ta tu s o f T e a c h e r s : S p e c ia l I n te r g o v e r n m e n ta l C o n fe r e n c e o n th e S ta tu s o f T e a c h e r s , P a r is , R e c o m m e n d a tio n 6

20

G a p s b e tw e e n te a c h e rs a n d o th e r p ro fe s s io n a ls N N O N

o t s e lf-e m p lo y e d o p ro f e s s io n a l a s s o c ia tio n v e rs e e in g a s ta n d a rd o f g o o d p ra c tic e o t a lw a y s h ig h s ta tu s a n d h ig h s a la rie s

= > P a r a -P r o fe s s io n a ls w ith th e e x p a n s io n o f e d u c a tio n a n d th e g ro w th c o m m u n ity -s u p p o rte d in itia tiv e s to w id e n e d u c a tio n a l a c c e s s a n d re le v a n c e

o f

P re re q u is ite fo r S u ita b le T e a c h e r T ra in in g S y s te m “ T R A IN IN G ” A L O N E is e n o u g h to p ro v id e g o o d q u a lity o f s e c o n d a ry e d u c a tio n ? ↓ L o w p a y m e n t & s ta tu s ⇒ L a c k m o tiv a tio n to p e rfo rm w e ll o r in v e s t tim e a n d e ffo rt in p ro fe s s io n a l d e v e lo p m e n t •

•

M o tiv a tin g F a c to r s fo r e n c o u r a g in g te a c h e r s to b e p r o fe s s io n a ls (tr a in in g = > s ta tu s ↑ ） S ta tu s o f D o m a s i C o lle g e o f E d u c a tio n

F o r w h o m J IC A

B

B

B

IN S E T

J IC A is re a d y to s u p p o rt th e in s titu tio n a lis in g th e s y s te m . J IC A is w illin g to s u p p o rt s u s ta in a b ility . J IC A is p le a s e d to s u p p o rt th o s e h e lp th e m s e lv e s in th e lo n g ru n .

T h a n k T h e ro a d M s m a ll b u t s te T h e p e rs o n w 　 is

P ro g ra m e is fo r?

P ro g ra m m e S u p p o rt P o lic y

B

B

J IC A is n o t w illin g to s u p p o rt th e p ro je c t w h ic h w ill d is a p e a re a fte r th e p ro je c t e n d s. J IC A is n o t h a p p y to b e a s k e d to c o v e r e v e ry th in g .

fo r y o u r c o o p e ra tio n t. E v e re s t s ta rts fro m th e a d y a n d s tro n g F irs t S te p . h o c a n ta k e th a t F irs t S te p c a lle d P IO N E E R .

21

!

CHAPTER 2: 2nd Stakeholders’ Meeting 2.0 Introduction The 2nd Stakeholders’ Meeting was held on Thursday, 5th December 2002 at Domasi College of Education. Once again, the host was Faculty of Science. This meeting attracted participants from Ministry of Education, Science and Technology (MoEST)-EMAS, DTED, SE, Planning; South East Education Division (SEED)- Education Division, DEO (Rural and Urban), CDSS, CSS, Grant Aided Schools and Private Secondary Schools; Domasi College of Education (DCE); Parasitatal Organisations- MIE, Chancellor College and Development Partners -JICA-Malawi. The broad objectives for the 2nd stakeholders’ meeting were:to receive and discuss a report on the needs assessment survey for the pilot project (baseline study data) and suggest the way forward to approve ToRs and working schedule for the INSET programme for each stakeholder to formulate the financial (steering) committee for the project The main expected outcomes were:to construct/constitute ToRs in order to clarify the role and cost-sharing issues for each stakeholder to strengthen the ownership of INSET programme to all stakeholders as a result of the findings from Needs Assessment Survey

2.1 Opening of the 2nd stakeholders’ meeting The meeting was opened by the Principal of Domasi College of Education, Mr. N.T. Kaperemera. In his speech, he once again stressed the necessity and importance of establishing a sustainable INSET system in Mathematics and Science for secondary school teachers.

22

The acting Deputy Principal of Domasi College of Education, Mr. A.L.D. Mwanza, gave a review of the 1st stakeholders’ meeting and stated the purposes of the 2nd stakeholders’ meeting. He indicated that major objectives of his presentation were to remind participants about the issues and recommendations raised during the 1st stakeholders’ meeting and psychologically prepare participants for issues that would be discussed in the 2nd stakeholders’ meeting, both of which were ably done.

2.2 Keynote address for the meeting The Director of Education Methods Advisory Services, Mrs. M. Kabuye, delivered a keynote address for the meeting. Her speech emphasized on trends and endeavors undertaken by Malawi in an effort to regularize and institutionalize SMASSE INSET activities in Malawi. The full speech is presented below:-

2.2.1 Keynote address by the Director, EMAS, Mrs. M.G. Kabuye on the 2nd Stakeholders’ Meeting on Strengthening of Mathematics and Science Education at Secondary School (SMASSE) Pilot Project in Malawi. Domasi College of Education, Thursday, 5th December, 2002. Salutation The Principal, Domasi College of Education, Mr. N.T. Kaperemera, and Management, staff of Domasi College of Education, The Head of SMASSE Unit-Kenya who is also the Head of the Regional Association for Western, Eastern, Central and Southern Africa, SMASSE-WECSA, Mr. Bernard M. Njuguna, Representatives from MoEST:Teacher Education Division Planning Division Secondary Education Division Human Resources Management Division

Our Japanese counterparts:23

Mr. Nakayama-MoEST Planning Advisor, Malawi Ms Yamamoto, Senior Volunteer, SMASSE-Malawi resident at DCE, Mr. Hattori, SMASSE-Kenya: Division Manager and entire staff, South East Division District Education Managers, Zomba Urban and Zomba Rural, The Head of Curriculum and Teaching Studies, Chancellor College, Dr. N. Mbano MIE Science Curriculum specialist, Mr. P. Mzumara Heads, HoDs, Board and PTA Chairs for the pilot secondary schools in SE Division, All invited guests, Ladies and gentlemen,

Good morning! I feel greatly honoured to have been invited, once again, to open this important 2nd Stakeholders’ Meeting on Strengthening of Mathematics and Science at Secondary School (SMASSE) Pilot Project in Malawi. I am well aware that this meeting is a follow-up to the 1st Stakeholders’ Meeting that was held here at Domasi College of Education two months ago on 24th October 2002. For and on behalf of MoEST-Malawi, allow me, at this juncture, to welcome you all to this meeting. In a special way, allow me to extend a warm welcome to our visitors from Kenya, Mr. B. Njuguna and Mr. H. Hattori as well as the senior JICA Volunteer, Mrs. Yamamoto. I hope that they are enjoying their stay in Malawi.

Ladies and gentlemen, distinguished participants, allow me to briefly state events that have occurred and in a way, given birth to this baby we are now calling SMASSE-Malawi. I am aware that this is the third time here at Domasi College of Education I am addressing such a group of stakeholders in INSET activities in Malawi.

24

This gathering is however a special one as it occurs after several strides in institutionalizing and regularizing INSET activities have been achieved here in Malawi.

Ladies and gentlemen, distinguished participants, I am therefore left with no option other than choosing a theme of my speech as “a steadfast road towards the institutionalization

and regularization of INSET activities in MALAWI” a)

SMASSE-Kenya visits Malawi

Ladies and gentlemen, distinguished participants, it was in May 2000 that a team from SMASSE-Kenya visited Malawi in order to exchange technical information and discuss ways of formulating a regional cooperation amongst Mathematics and Science educators. Fruitful discussions were held with MoEST officials, Domasi College of Education, Malawi Institute of Education and Chancellor College. One thing that came out of their visit was that Malawi and Kenya, like many developing countries in Africa and beyond, share similar problems with regards to the teaching and learning of Mathematics and Science Education at secondary school level. Prominent issues amongst these problems included the following:Backlog of untrained, unqualified and under-qualified secondary school teachers High teacher-pupil ratios at secondary school level Inadequate teaching and learning materials and infrastructure Lack of a well structured INSET programme in Mathematics and Science Unavailability of Mathematics and Science Associations at country level Attitudinal, unprofessional, stereotyped and gender unfriendly approaches to the teaching and learning of Mathematics and Science at secondary school level and Poor performance by pupils during national examinations. MoEST, through Domasi College of Education, therefore recommended that there be a collaborative effort between Malawi and Kenya in solving some of the common problems in Mathematics and Science Education.

25

b)

Malawi team visits SMASSE-Kenya

Ladies and gentlemen, distinguished participants, in August 2000, a Malawian team, sponsored by JICA Technical Exchange Cooperation, made a visit to the SMASSE INSET Unit at Kenya Science Teachers’ College (KSTC) in Kenya. This team comprised of different officials who by then held various positions in MoEST as follows;- Mrs. C. Soko (MoEST–PEMA), Mrs. R. Sambakunsi, (SEMA), Mr. A.L. Mwanza-(Dean, DCE Faculty of Science) and Ms S. Muto-(MoEST-JICA Education Planning Advisor). The objective of the visit was to participate in the 2nd Cycle of SMASSE Project INSET and learn more about the project. Some of the outcomes of this visit were that INSET in Mathematics and Science be regularized in Malawi by MoEST and that SMASSE Kenya be made use of to provide expertise in improving the teaching and learning of Science and Mathematics at secondary school level. In addition, Domasi College of Education (DCE) and Kenya Science Teachers College (KSTC) were to establish a link to enhance exchange of information in the teaching and learning of Science and Mathematics at secondary school level.

c) The 1st Regional Conference on Strengthening of Mathematics and Science Education at Secondary school Level (SMASSE) Ladies and gentlemen, distinguished participants, in February 2001, SMASSE-Kenya organized a regional conference for Central, Eastern and Southern Africa on Strengthening of Mathematics and Science Education at Secondary school Level. The main objective was to enhance classroom activities for quality teaching and learning. At this Regional Conference, Malawi was once again represented by different officials who by then held various positions in MoEST as follows:- Mr. S.V. Chamdimba (DDSE-MoEST), Mr. W. Mgunda, (HoD ScienceLikuni Girls), Mrs. G. Nyirenda (Head-Tsabango CDSS), and Mr. A.L. Mwanza (DCE Dean, Faculty of Science). Similarly, out of this trip, this team through MoEST came up with the following recommendations:to institutionalize and regularize INSET activities at secondary school level in Malawi to adopt the ASEI (Activity, Student, Experiment and Improvisation) movement and the PDSI (Plan, Do, See and Improve) approach. 26

Soon after this conference, MoEST developed a project proposal to meet some of the challenges as prescribed by the outcomes of various visits.

d) The National Workshop on Strengthening of Mathematics and Science Education at Secondary school Level (SMASSE) in Malawi Ladies and gentlemen, distinguished participants, in January 2002, a national workshop on Strengthening of Mathematics and Science Education at Secondary school Level (SMASSE) was held at Domasi College of Education, Malawi. The workshop attracted a cross-section of stakeholders in teacher education at secondary school level in Malawi and was facilitated by a team from the SMASSE INSET Unit-Kenya. The conference came up with a rationale to justify the regularization and institutionalization of INSET in Malawi. Most problems common to African countries with regard to the teaching and learning of Mathematics and Science at secondary school level, once again, resurfaced.

Ladies and gentlemen, distinguished participants, key features in the rationale included the following:A backlog of unqualified, under-qualified and untrained teachers in secondary schools Inadequate innovation in the teaching methodologies of Mathematics and Science Undesirable resource utilization and management Little knowledge on improvisation to bridge the gap of inadequate resources Lack of confidence as a result of negative attitude towards Mathematics and Science by teachers and pupils Poor performance at national examinations both at Junior Certificate Examinations (JCE) and Malawi School Certificate of Education (MSCE) levels

27

Ladies and gentlemen, distinguished participants, apart from the above rationale, delegates to the January 2002 Workshop came up with a number of recommendations as follows:Institutionalization and regularization of INSET in Malawi Community Day secondary Schools (CDSS), which are in majority specifically

be

considered by teacher training institutions Strengthening of school and cluster based INSET activities Need to address the need of resource utilization and development by secondary schools School management to support Mathematics and Science education financially Recognition of INSET certificates by MoEST Encouragement of Team Planning and Team Teaching by teachers at secondary school level Adoption of the ASEI movement and PDSI approaches in the teaching and learning of Mathematics and Science in secondary schools Need for schools to share existing resources

e) A Meeting to discuss issues raised from the January 2002 Workshop on Strengthening of Mathematics and Science at MoEST Headquarters. Ladies and gentlemen, distinguished participants, following the January 2002 workshop on Strengthening of Mathematics and Science Education at Secondary school Level (SMASSE), a meeting was held on 21st March,2002 in the MoEST Headquarters in order to discuss the laid down recommendations. In attendance to this meeting were the following:Mr. B. Munthali,

MoEST.Hq.Chair,

Mr. C. Gunsaru,

MoEST Hq

Mr. J.B. Matola,

MoEST Hq

Mrs. M.G. Kabuye,

MoEST Hq

Mr. A.L. Mwanza,

MoEST, DCE,

Mr. K. Okitsu,

JICA Malawi office

Ms. S. Muto

MoEST-JICA

28

Ladies and gentlemen, distinguished participants, on this meeting, it was unanimously agreed that the recommendations made were realistic and commendable despite the fact that they had financial implications. Some of the suggested way forward from this meeting included the following:Put a budget line for strengthening of science and Mathematics Develop cost sharing mechanisms for INSET: sensitize teachers that INSET courses are not beneficial to the ministry alone but to individuals as well Need to have contact person in the MoEST Headquarters to make things move.

f) The 2nd Regional Conference on Strengthening of Mathematics and Science Education at Secondary school Level (SMASSE) at SMASSE Unit-Kenya Ladies and gentlemen, distinguished participants, another team from Malawi attended the 2nd Regional Conference on Science and Mathematics Education in the Western, Eastern, Central and Southern Africa from where the Regional Association-SMASSE-WECSA was born. The Malawi team comprised Mrs. C. Soko (PEMA-MoEST), Mr. M.C. Chimenya (DCE, Acting Dean, Faculty of Science), Mrs. V. Sineta (SEMA-South East Division), Mr. P. Ndolo (HoD, Science-Malosa Secondary School ) and Ms. S. Muto (JICA Education Planning advisor-MoEST). It pleases me, Ladies and gentlemen, distinguished participants, to inform you all that MoEST was well informed through the report by this team that the SMASSE-WECSA Constitution was deliberated upon and adopted. The report further stipulated that each member country had to subscribe to this mother body annual dues amounting to U$ 100, which Malawi has not yet paid as of now. May I take this opportunity to request the Head of SMASSE–Kenya who is also the Head of SMASSE-WECSA to make available all necessary documents such as a copy of the SMASSE-WECSA Constitution to MoEST so that they are referred to in order to make our annual subscription. I want to assure you, Sir, that SMASSE Malawi would indeed be glad to be an affiliate member of SMASSE-WECSA and as such, this opportunity cannot be wasted.

29

Ladies and gentlemen, distinguished participants, once again, at this juncture, allow me to take this opportunity to thank Mr. B. Njuguna for being the first Head of SMASSE-WECSA and JICA for having SMASSE-WECSA registered with World Body, United Nations. This is no mere achievement. Please accept my congratulations!

Ladies and gentlemen, distinguished participants, let me inform you that the team that attended the 2nd Regional Conference on SMASSE was faced with an enormous task to ensure the continuity of all the previous efforts to regularize and institutionalize INSET activities in Malawi. Therefore, a series of meetings by this team thereafter resulted into the realization of the INSET Pilot Project executed by MoEST in the South East Education

Division through Domasi College of Education. This project will continue in the South East Education Division until 2004. You can therefore see what challenges we are faced with as Malawians!

g) A two-week- three-month training at the SMASSE INSET Unit- KSTC-Kenya Ladies and gentlemen, distinguished participants, within the scope of the INSET Pilot Project, another team from Malawi went to Kenya to attend a two-week 4th Cycle of National INSET organized by the SMASSE INSET Unit- KSTC-Kenya in August 2002. The Malawian team comprised of Mrs. C. Soko, (PEMA-MoEST), Mr. P. Shonga (DCE-PhysicsFaculty of Science), Mrs. V. Sineta (SEMA-SE Division), Mr. Nakayama, (MoEST Planning Advisor) and Mr. Aoki (DCE-JICA-Expert in Science Education). The trip was one of the activities put in place to prepare Malawi for the execution of a SMASSE type project. In addition, Mrs. Soko and Mrs. Sineta have undergone a three-month training at SMASSE INSET UNIT-Kenya in INSET Management from 11th August to 7th November 2002. Ladies and gentlemen, you can now imagine for yourselves what strides Malawi has undertaken to make INSET activities come into reality.

30

Ladies and gentlemen, distinguished participants, I am however aware that most of delegates to this 2nd stakeholders’ Meeting attended the 1st Stakeholders’ Meeting on which I myself was present. Allow me, Ladies and gentlemen, distinguished participants, to reiterate the major outcomes from the 1st Stakeholders’ Meeting. Major issues tackled included the following issues:

1)

Financial (i)

Need for MoEST to incorporate SMASSE INSET Budget into its national budget

(ii)

Need for students to contribute towards inset activities such as through fees at local level

(iii)

Need to establish mutual partnership with industries in Malawi towards supporting INSET activities

(iv)

Need to sensitize all stakeholders on threats to INSET sustainability due to “allowance syndrome”

2)

Management and organization of INSET project (i)

Need for MoEST to incorporate SMASSE INSET Budget into its national budget

(ii)

JICA to be responsible the provision of materials and technical assistance

(iii)

Members of the clusters and stakeholders to participate in INSET training

3)

Donor and Partner government policies (i)

MoEST to produce specific INSET policies to include cost sharing, roles of stakeholders, contributions by MoEST, contributions from teachers, incorporation of private secondary schools, running costs and accommodation,

31

(ii)

JICA to consider provision of technical assistance including counterpart training, materials and equipment.

4)

Participation (i)

All stakeholders to have a sense of ownership

(ii)

Civic education to be provided to stakeholders

(iii)

Project not to be fully dependent on donor support

(iv)

Cost sharing issues to start at the onset of the project

(v)

All stakeholders to be fully involved in decision making and fund raising

(vi)

Need to enhance networking with other stakeholders

(vii)

Need to have open and education days for Science ad Mathematics

(viii) Government

through

MoEST

to

recognize

SMASSE-INSET

certificates

Ladies and gentlemen, distinguished participants, it is through the outcomes of this 1st Stakeholders’ Meeting that the following objectives were formulated for this 2nd Stakeholders’ meeting:(i)

To approve ToRs for each stakeholder

(ii)

To formulate of working schedule for INSET programme

(iii)

To institute the Financial Committee for the project

(iv)

To report outcome of the just executed Needs Assessment to stakeholders and discuss way forward

32

It please me, Ladies and gentlemen, distinguished participants, to further reiterate that the above objectives are expected to arise at the following outcomes in this meeting:(i)

To construct/constitute ToRS in order to clarify the role and cost sharing of each stakeholder

(ii)

To strengthen the ownership of INSET programme to stakeholders due to results of needs assessment.

Ladies and gentlemen, distinguished participants, it is therefore my hope and wish that several challenges outlined above are going to be thoroughly deliberated on and solutions found in this meeting. Indeed, MoEST is keen and eager to seeing INSET activities viable in Malawi.

Ladies and gentlemen, distinguished participants, you may wish to ask yourselves why do we all put this untiring effort in the Strengthening of the teaching and learning of Mathematics and Science. The simplest answer to this question is that Science is the key to

sustainable development in any country. Therefore, unless we invest much in the youth of today who are the leaders of tomorrow, countries like Malawi cannot dream of any tangible Scientific and Technological advancements in future. Let me consolidate this claim by quoting remarks made by the Second Secretary, Embassy of Japan, Mr. Shigemichi Majima on the 2nd Regional Conference on Science and Mathematics Education in Western, Eastern, Central and Southern Africa eastern, held in June in Kenya:

Quote! In Japan, about two to four hundred years ago, there were gold and silver Mines, but these resources were exhausted over time. There are no natural resources in Japan now. The Second World War destroyed Japan completely and after the war, Japan had to be supported through aid from the World Bank. Today, it is a different story; Japan has made great strides and achieved development in all aspects of life. What is the key to this? It is human resources. You may think that Japan has only business giants such as TOYOTA, SONY, 33

TOSHIBA, PANASONIC, etc, but they are only a tip of the iceberg. In actual fact, many small factories support these huge companies manufacturing various items like screws, nuts, bolts, etc, that are used by the big factories in the products that they make. These small factories are family-based and operate hard from morning until night-time just like the ‘Jua Kali’ sector in Kenya. The products they make are one hundred percent precise. These family based factories have brought recognition to Japan through their high precision products that are used in space technology by NASA. How can this be true? The answer to this is EDUCATION.” End of quote! Ladies and gentlemen, distinguished participants, allow me now to thank the Kenyan team that has been proving all the technical expertise since time immemorial. Some members had to come all the way from Kenya last week to assist in data analysis and interpretation. This is a very commendable gesture. I hope their Malawian counterparts more especially Faculty of Science members at Domasi College of Education are learning fast from these visitors. It is my wish and hope that one day, the Malawi team shall equally provide technical assistance to some other countries in Africa or beyond. Indeed, SMASSE-Malawi is a proud first-born baby of the SMASSE-Kenya. I hope SMASSE-Kenya is also proud of us. I furthermore wish to commend efforts rendered by both JICA-Kenya and JICA-Malawi in seeing that INSET activities become routed both in Kenya and Malawi. We Malawians are not taking this for granted. You really deserve our heartfelt thanks. Through JICA representatives present here, please convey these sentiments to your respective country Directors. Lastly but not least, I wish to commend the hard working spirit exhibited by members, DCE Faculty of Science, South East Division, MoEST Headquarters officials and all school officials during the just ended needs assessment exercise. For Domasi College of Education Faculty of Science members, I know the tough tasks and pressure of work that they do here. It is really not easy to wear the heart of a lecturer for Conventional and Distance Education students as well as playing a pivotal role in executing 34

SMASSE INSET activities in Malawi. I know it required dedication and hard work to come up with need assessment instrument, administering the questionnaire and analyzing the results to this far. You indeed deserve a pat on the back. MoEST is indeed knowledgeable about the overall and tremendous impact this institution is doing towards teacher development in Malawi despite various hardships faced at this place. It is my hope that one day all these will be over, and you shall look back in happiness while reaping the fruits of your hardworking spirit and perseverance. I wish to urge to go a step further because the battle is not yet over. Several issues in the pipeline like development of the INSET Curriculum have to be pursued vigorously. Please continue working hard.

Ladies and gentlemen, distinguished participants, I finally wish to commend all stakeholders for sparing your time to come and attend this meeting. Please make every effort to contribute and benefit fully.

Ladies and gentlemen, distinguished participants, it now pleases me to declare the 2nd Stakeholders’ Meeting on Strengthening of Mathematics and Science at Secondary School (SMASSE) Pilot Project in Malawi officially open.

Thank you very much for your attention May God bless you all.

Thank you.

35

2.3 Deliberations, programme and list of participants to the 2nd stakeholders’ meeting After the keynote address, results of the needs assessment were presented before going into general discussions. The programme and list of participants are given in the tables that follow below:Table 2.0:

Programme for the 2nd Stake Holders’ Meeting on 05/12/02

Day Time T h u r s d a y

D e c e m b e r 5th

2 0 0 2

8.308.45 8.459.00 9.009.30 9.309.45

9.4510.30

10.3011.00 11.0012.00 12.001.30 1.302.00 2.003.30 3.303.45 3.454.00 4.004.30 4.304.45

Activity

Responsible persons

Welcome remarks to stakeholders’ meeting

Principal, DCE: Mr Kaperemera

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

Acting Deputy Principal: Mr Mwanza

Pre-questionnaire and overview of the Needs Assessment Survey -Questionnaire -Duration of the Survey -Surveyed area, schools -Criteria for selection -Methodology and general comments The Results of the Data Analysis Subjects taught in schools and teacher qualification and experience Difficult topics in JCE and MSCE Teaching methods/assessment procedures Attitude towards Mathematics and Science Ways of improving teaching and learning

Mr. Shonga

Mid-morning refreshments (group Photo) Q & A Session Lunch Experiences of Kenya SMASSE INSET and the Collaboration with Malawi Discussions on ToRs Mid-afternoon refreshments Approval of ToRs

From the HQ of the Ministry

Malawi-SMASSE Team Mr. Mkandawire Mr. Mweta Mrs. Soko Mrs. Sineta Mr. Makocho Kitchen Photographer Caretaker Dean, Science Mr. Chimenya Kitchen Kenya SMASSE Team Caretaker Dean of Sciences and Ministry Officials (HQ) Kitchen Caretaker Dean of Science, DCE. Mr. Chimenya & All participants Mr. P. Shonga

Action plan for the way forward Administrative announcements

Caretaker Dean of Science, DCE. Mr. Chimenya

36

4.455.00 5.005.10 5.105.40 Table 2.1:

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37

Post Questionnaire

All Participants

Closing remarks

Principal, DCE, Mr. Kaperemera

Logistical Dealings

JICA Team.

List of participants for the 2nd Stake Holders’ Meeting on 05/12/02

Name S.G. Chimasula F.E.C. Fundi H.G.J. Makolija F.F. Bobo S.R. Beni G.V.W. Chikuni S.A. Che-Lifa B.J.S. Nandolo J.F. Kamphero B.C. Nkomba S.F. Mangwiro A.J.P. Chasowa Mrs J.J. Mmanga N.L. Wandale P.B.P. Kanama E.M. Dandaula N.H. Nsomba J.S. Matinga I.H. Makoka A.H. Manda C.A. Msiska E.S. Kuzemba H.M. Chatha P.R. Phwetekere A.J.K. Nsekandiana Mrs. R. Chakwera Sr. Makina Mrs. E Kalawa F.B. Botomani P. Ndolo S. Nkoka S.Z.B. Meke W.S. Selenje A.G. Kansale Fr. Mumbulu J.J. Bisika S.K. Mizeki

Title HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) PTA Chairman PTA Chairman HoD (Sciences) Headteacher HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) PTA Chair Director PTA Chair HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) HoD (Sciences) Headteacher Teacher (Head) PTA Chair HoD (Sciences) HoD (Sciences) Aid Coordinator HoD (Sciences) HoD (Sciences) HoD (Sciences) Board Chair HoD (Sciences) Pp HoD (Sce)

Institution Puteya Sec Sch. Pirimiti CDSS Likwenu CDSS Nsala CDSS Utale CDSS Zomba CCAP Nsala CDSS Pirimiti CDSS Mbidzi CDSS Mulunguzi Sec. Likangala Sec. Sacred Heart Cdss Likangala Sec Sch Zomba Urban Chiphoola CDSS Naisi CDSS Nsondole CDSS Songani CDSS Chinamwali Sec Sc Chinamwali Sec Sc Chinanwali Sec Sch Mulunguzi Sec Sch St Anthony CDSS Zomb Cath. Sec Sc St Mary’s Sec Sch Songani CDSS St Mary’s Sec Sch St Mary’s Sec Sch Magomero CDSS Malosa Sec School JICA Songani CDSS Mayaka CDSS Chingale Sec Sch. St Mary’s Sec Sch Liwonde CDSS Liwonde Sec Sch 37

Address Box 177 Chilema P/Bag 1, Jali Box 158, Chilema Box 467, Zomba P/Bag 25, Balaka Box 460, Zomba Box 467, Zomba P/Bag 1, Jali Box 862, Lilongwe Box 138, Zomba P/Bag 16, Zomba Box 566, Zomba P/Bag 16, Zomba Box 350, Zomba Box 554, Zomba P/Bag 145, Zomba Box 37, Zomba P/Bag 1, Domasi Box 37, Zomba Box 37, Zomba P/Bag 138, Zomba Box 138 Zomba P/Bag 2 Thondwe Box 2, Zomba Box 149, Zomba P/Bag 1, Domasi Box 149, Zomba Box 149, Zomba Box 39 Chimwalira P/Bag 3 Chilema Box 30321, LL 3 P/Bag 1, Domasi P/Bag 3 Mayaka P/Bag 3 Chingale Box 149 Zomba Box 130 Liwonde P/Bag 18 Liwonde

Phone 01 513 28

01 525 325 01 513 228 01 756 428 01 525 343 01 525 337 01 515 356 01 525 337 01 525 257

01 518 232 01 518 232 01 518 232 01 5 25 343 01 524 910 01 536 301 01 524 910 01 524 910

01 5362 55 09 926 416 01 524 910 01 542 098 09 208 178

38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62

Mrs. C.C . Mussa Ms. E. Chinguwo Mrs. C. Soko R.J. Nthengwe Mrs. L.V. Magreta R.M. Ngalande M.C.H. Jere M. Polepole Mrs. I.A. Alimoso E.B. Thomo A.L.D. Mwanza S.M. Mkandawire M. January D.E. Mweta Mrs. E.S.Meke B. Navicha A. Phaundi Shonga Mrs. R Yamamoto B.M. Njuguna Y. Nakayama H. Hattori P. Makocho Mrs. V. Sineta Mrs. A. Saiti M.C. Chimenya

SEED Manager SPO Education PEMA ADSE ADSE Ag. Coordinator Edu. Specialist Sstep P. Officer Registrar RFM DPL Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer S.V CPL-Head Edu. Plan. Adv. JICA EXPERT Lecturer PEMA Lecturer DCE Dean Science

SEED Education Hqrs MoEST MoEST MoEST TDU (MoEST) CIDA DCE DCE TDU MoEST DCE DCE DCE DCE DCE DCE DCE DCE SMASSE-Kenya MoEST/JICA SMASSE-Kenya DCE SEED DCE DCE

38

P/Bag 48, Zomba P/Bag 328, Lilongwe P/Bag 328, Lilongwe P/Bag 328, Lilongwe P/Bag 328, Lilongwe P/Bag 215 LL P/Bag 55 LL Box 49 Domasi Box 49 Domasi P/Bag 215 LL Box 49 Domasi Box 49 Domasi Box 49 Domasi Box 49 Domasi Box 49 Domasi Box 49 Domasi Box 49, Domasi Box 49, Domasi 30596 Nairobi Kenya Box 30321, Lilongwe 30596 Nairobi Kenya Box 49, Domasi P/Bag 48, Zomba Box 49, Domasi Box 49, Domasi

08 832 234 01 789 422 01 789 422 01 788 431 08 832 408 01 755 504 01 775 544 01 536 335 01 536 255 01 755 504 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 01 536 255 254-2-573680 01 789 336 254-2-573 80 01 536 255 01 526 262 01 536 255 01 536 255

CHAPTER 3: Needs Assessment 3.0

Introduction

Needs assessment was conducted in 28 secondary schools that included Government, Convention, Private, Community Day and Grant Aided Secondary Schools in the South Eastern Education Division (SEED). The broad objective of the survey was to find areas of need in Mathematics and Science Education at Secondary school Level in order to develop curricula for an INSET in Malawi. The survey was conducted by the following members of the Faculty of Science, DCE:M.C Chimenya

Lecturer in Biology

Caretaker Dean of Science DCE

A.E.P. Phaundi-Shonga

Lecturer in Physics

DCE

P.M.O. Makocho

Lecturer in Biology DCE

Caretaker Head Biology

W.B Navicha

Lecturer in Human Ecology DCE

Mr. P. Ndolo

HoD Science,

Malosa Secondary School

After collecting data, computer data entry, analysis and interpretation were done at Domasi College of Education from 25th November to 4th December 2002 by the following people:M.C Chimenya

Lecturer in Biology

Caretaker Dean of Science DCE

A.E.P. Phaundi-Shonga

Lecturer in Physics

DCE

D.E. Mweta

Lecturer in Chemistry DCE, Caretaker Head P/ Science

S.M.P Mkandawire

Lecturer in Mathematics

M. January

Lecturer In Mathematics DCE, Caretaker Head Mathematics

P.M.O. Makocho

Lecturer in Biology DCE

W.B Navicha

Lecturer in Human Ecology DCE

Mrs. E. Meke

Lecturer in Human Ecology DCE 39

DCE Caretaker Head Biology

Mrs V.U Ndolo

Lecturer in Human Ecology DCE

Mrs. C. Soko

PEMA

EMAS, MoEST Hq.

Mrs. V. Sineta

PEMA

South East Division

Mrs. N. Kachoka

Science Teacher

Masongola Secondary School

Mrs. A. Kamala

HoD, Science

St. Mary’s Secondary School

H. Hattori

JICA Expert

SMASSE, Kenya.

B .M Njuguna

Head,

SMASSE Unit, Kenya.

In collaboration with:-

The needs assessment survey was made simple because of the cooperation rendered to the above team by the South East Education Division, District Education Office (Zomba Urban and Rural) and pupils and teachers from the sampled secondary schools in the South East Education Division.

3.1 Plans for school pre-visits and field survey Pre-visits to schools were made in order to confirm time and dates for the field survey exercise. Plans for the two activities are tabulated below:Table 3.0:

No

Plan for Pre-Visits to schools Oct. 21-25, 2002.

Date

Charge

Secondary School

1

Mon. 21 Oct.

Mr. Navicha

2

Tue. 22 Oct.

Mr. Ndolo

3

Fri. 25 Oct.

Mr. Shonga

Liwonde, Liwonde CDSS, Utale, Namadidi, Chingale, Sacred Heart, Domasi Mission, Likangala, St. Mary’s, Magomero St. Anthony, Magomero, Zomba Urban, Zomba Catholic, Masongola, Zomba CCAP, Nsondole, Chinamwali, Mulunguzi Mayaka, Namisonga, Nsala, Naisi, Chiphoola, Pirimiti, Puteya, Songani, Malosa

Table 3.1:

Modified Plan for Field Survey: Nov. 4-8, 2002.

Team A (JICA Vehicle) Mr. Shonga, Mr. Navicha, Mr. Aoki Name of Sec. Sch. (Type) 8:30 11:00 2:00 Liwonde (D) Liwonde Utale (C) CDSS (C) Nsala (C) Namisonga Mayaka (C) (C) Naisi (C) Chiphoola (C) Pirimiti (C)

Team B (DCE Vehicle) Mr. Ndolo, Mr. Makocho, Mr. Chimenya

Date 8:30 Mon. 4 Nov. Zomba Urban (C) Tue. 5 Nov. Namadidi (C) Wed. 6 Nov. Domasi Mission (P)

40

Name of Sec. Sch. (Type) 11:00 2:00 St. Anthony Magomero (C) (C) Chingale (D) Sacred Heart (C) Chinamwali (P)

Songani (C)

Likangala (D) Zomba CCAP Zomba Thu. (C) Catholic (B) Mulunguzi Masongola St. Marry's Fri. (B) (B) (BG)

7 Nov. Malosa (B)

Likwemu (C)

8 Nov. Nsondole (C)

Puteya (D)

Preliminary (Adjustment)

Keys of Type B: Boarding,

C: CDSS,

D: Day, G: Girls, Team Leaders Team A: Mr. Shonga Team B: Mr. Ndolo

P: Private

The above team came up with a report based on the findings of the survey that tackled various areas as presented below:-

3.2 Presentation of results of the survey 3.3

Background to Education In Malawi

The major players in the provision of Formal Education in Malawi were the Missionaries from 1860-1926. In 1926 the Department of Education was established which took control of education matters until independence.

3.3.1 The state of education at the dawn of independence in 1964 The following were the main challenges: -

The problem of access and equity: Most of the schools were in the urban areas and there was unequal distribution of resources.

The issue of quality: The education that was offered to Africans was inferior to that which was being offered to expatriate children.

Labour shortages: Following the introduction of the African government, most white workers left their positions. There were very few African to replace the whites.

41

3.3.2 Challenges encountered after independence to 1994 The following were challenges:Inadequate materials Inadequate funding Poorly trained teachers Inadequate teacher accommodation Shortage of qualified teachers

3.3.3 The Secondary School sub sector The problems with the curriculum (1964-1994) It was out of date It was overloaded Overlaps between courses Academically oriented Examination oriented It encouraged rote learning not independent thought

3.4 Key issues in Secondary Science and Mathematics (1994- 2003) 3.4.1 Key quality indicators (1997), Performance in national examinations (% pass) in National Examinations (% Pass) in government schools Junior Certificate Examination (JCE)

81

Malawi School Certificate of Education (MSCE)-Secondary Schools

36

Malawi School Certificate Examination (MSCE)-CDSS

8

42

% of qualified teachers Secondary (holders of Diploma or above)

37

CDSS (holders of Diploma or above)

1

Source: 1997 MOEST Education Statistics(cited in PIF)

Other Vital Statistics

(2000)

There were 1200 secondary schools (conservative estimates) 700 were CDSS’s There were 6,000 secondary school teachers Of the 6,000secondary school teachers, 2,800 were under qualified 75% of the under qualified teachers were in the CDSS’s*(SSTEP estimates) Source: Dzama 2000 except* (SSTEP Teacher Learner)

Note from the statistics that the CDSS’s teacher qualification poses a big challenge.

3.5 Emerging issues in Secondary School Education (1994-2003) Population Education Environmental Education Human rights Gender issues Teenage pregnancies HIV/AIDS Increased enrolments due to free primary education Note that most of the issues above have scientific and mathematical orientation and require that pupils should have sound knowledge in Mathematics and Science

43

3.6 Mathematics and Science Education: Current challenges The following are the current challenges: High teacher pupil ratio (1: 110) Inadequate teaching and learning materials and infrastructure Lack of In-service training Lack of Associations Low percentage of qualified teachers and poor performance of pupils at MSCE level. Table 3.0:

Mathematics and Science Teachers per subject (January, 2002)

Subject

Number of qualified teachers 477

Number of unqualified teachers 1320

Mathematics

% of qualified teachers 27.0

Biology

359

1328

21.3

Physical Science

396

621

38.9

Source: Country paper on Regional Conference on Mathematics and Science Education at Secondary School level Table 3.1

Performance of Candidates at MSCE (O-LEVEL)

1995

Mathematics 37.9

% Pass Rate Biology 27.0

Physical Science 57.9

1996

45.2

45.2

48.6

1997

36.1

28.4

49.6

1998

16.9

22.3

31.5

1999

15.8

26.8

51.2

2000

16.2

30.8

58.0

Year

Source: as in table 1

44

4.0 Methodology The information was obtained by administering questionnaires to both teachers and students. DCE Faculty of Science members in collaboration with SMASSE-Kenya made questionnaires. While waiting for contributions from colleagues in Kenya, they were pretested to few secondary schools. Questionnaires were administered to twenty-eight secondary schools after consolidating views from Kenya. The choice of secondary schools was made depending on type, location and accessibility. Categories were community day, government day, government boarding, grant aided and private. List of secondary schools in SEED was obtained from SEED office. Schools within DCE and in rural areas were selected. They were visited to book appointment and discuss on proposed schedule for needs assessment exercise. Field survey started on Monday, 4th November ,2002 and ended on Friday, 8th November, 2002. Six secondary schools were visited daily. Most teachers were missed due to marking exercise of JCE MANEB examinations. In some cases, schedule was disturbed due to end of term examinations that were in progress then.

5.0 Framework for draft report 5.1 Rationale Domasi College of Education is mandated to run In-Service Education Training (INSET) for teachers besides pre-service teacher education. INSET has not been done for some time. A number of innovations have emerged over last decade and curriculum has reciprocated accordingly. Still, teachers are relying on the pre-service training despite the need to adjust teaching approaches to meet innovations. This baseline study intends to find information for INSET curriculum.

45

5.2 Expectations The survey expects to obtain following information: Teacher qualification, experience, specialization and subjects actually teaching. Teachers’ and students’ attitude in Mathematics and Sciences towards new curriculum, assessment and teaching methodology. Topics that teachers and students find difficult. Why students like/dislike Mathematics and Sciences. Ways of improving performance in Mathematics and Science.

6.0 General information 6.1. Teacher qualifications From the survey, qualification of teachers in the sampled schools were T2, Diploma in Education, Bachelor of Education and non education diplomas and degrees (general degree and other diplomas and certificates) (see graph below)

TEAC HER 'S QU ALIFIC ATION S

QU ALIFICATION

N ON ED U

BED

P E RC E N TA GE

DIP ED U

T2 C E RT

0

10

20

30

40

50

60

PER CEN TAGE

46

70

80

90

1 00

From the above graph, it is clear that most teachers in the sampled schools are T2 teachers. However the required minimum qualification in secondary schools is a Diploma in Education. Therefore there is shortfall of qualified teachers in secondary schools.

Table 6.0: Teacher qualification by numbers and percentages TEACHERS QUALIFICATION FREQUENCY PERCENTAGE T2 CERT 69 55.6 Dip. Ed. 14 11.3 B. Ed. 16 12.9 NON Ed. 25 20.2 Total 124 100

6.2 Teaching experience Years of teaching experience varied amongst the respondents. These ranged from less than one year to over five years. About 62% of the teachers in the sampled schools have over five years of teaching experience. Very few teachers have less than one year teaching experience. This is summarized in the graph below.

TEACH ER'S EXP ERIE NC E

NU M BER OF Y EARS

O VE R 5

3 -5 Y E A RS O VE R 5 3 -5 Y E AR S 1 -2 Y E AR S L ES S TH A N 1 Y E AR 1 -2 Y E A RS

L ES S TH A N 1 Y E AR

0

10

20

30

40

50

60

70

80

90

100

PE RCE NTAGE

Most of the teachers (62%) in the sampled schools have taught for over five years. This indicates that problems in the teaching and learning of science may not largely due to experience alone but also to other factors. However, it still remains questionable whether 47

those experienced teachers are using right methodologies knowing that most of them are unqualified. Table 6.1: Teaching experience by numbers and percentages EXPERIENCE FREQUENCY PERCENTAGE LESS THAN 1 YEAR 8 6.5 1-2 YEARS 16 12.9 3-5 YEARS 22 17.7 OVER 5 78 62.9 Total 124 100

6.2 Subjects taught in schools Schools in the sampled areas are offering the following science subjects: Mathematics, Biology, Physical Science and Home Economics at both JCE and MSCE levels. Integrated Science is only offered at JCE and is replaced by Science and Technology at MSCE level.

7.0 Teaching and learning of Mathematics and Science 7.1 Methodology and assessment There are various methods of teaching and assessing pupils that are employed by the teachers in the above named subjects. These methods are lecture, experiment, group discussions and class demonstrations as indicated from the questionnaires. From the survey, demonstration method of teaching is commonly used in Mathematics whereas lecture method is dominant in Physical Science and Biology, and group discussion is common in Science and Technology (See graph below).

48

Frequency of teaching methods in Science and Mathematics lessons by Teachers 4

3.5

Mathematics

2.1

3.3

Physical Science

subject

2.8

3.5

3

4 3

2.7

Biology

3

4.1

2.8 Science & Technology

2.5

1

2

3.2

2.8 3

4

Frequency 1-Never, 2-Rarely, 3-Average,4-Often, 5-Very often

Lecture

Experiment

Group Discussions

Demonstrations

It is clear from the graph above that lecture method is used mostly in Mathematics and Science teaching in schools. The question is why is the situation like this? This could be attributed to lack of laboratory equipment, materials and infrastructure, which is more evident in CDSSs. For those schools that are well furnished such as grant aided and conventional schools, this is a clear manifestation that Science is not well taught in those schools. Ideally, science subjects require a lot of demonstrations and experiments and practicals. From the graph above, demonstration method is featuring high in Mathematics. However the situation on ground is to the contrary since it is rare to teach Mathematics through demonstrations.

49

5

7.2 Attitude of pupils towards teaching and learning From the survey pupils indicated some of the reasons why they like the science subjects or not. There were various reasons given. Among the reasons given by pupils for disliking science were: Bad teachers Science subjects are difficult No materials in schools Poor methodologies. No infrastructure Shortage of teachers The summary for negative attitudes for pupils towards science is summarized in the graph below. NEGATIVE ATTITUDE TOWARDS THE SUBJECT 2

Teacher shortage Poor methodology

3 11

2

17 20

REASONS

Bad teachers

Form 1

Teacher not cheerful 0

2

Difficult

Form 3 36

2

Not relevant to career

13

6

11 12

No materials 0

10

20

30

40

50

60

70

80

90

100

PERCENTAGE

There were also various reasons given by pupils for liking science subjects. Among the reasons given by were: Relevance to dream careers Science subjects are easy Application to every day life Good teachers 50

The summary for positive attitudes for pupils towards science is summarized in the graph below. POSITIVE ATTITUDE TOWARDS THE SUBJECT BY PUPILS

0 1

National development

REASONS

Good Teachers

29

20 15

Application to every day life Easy

24

Form 1 Form 3

42

13 7 8

Methodology 1 2

Resources

38 35

Future Career 0

10

20

30

40

50

60

70

80

90

100

PERCENTAGE From the two graphs above it can be observed that the students who dislike the subjects have indicated that the subject is difficult and have also indicated bad teachers, poor methodologies and no materials as their other reasons. While those who like science subjects have indicated that the subjects are easy and have very good teachers as their reasons. From the responses it is clear that adequate qualified staff, employing good methodologies and availability of materials and infrastructure make pupils like the subject. The absence of these will result in negative attitude towards the subject. Table 7.0

Attitude of teachers towards teaching and learning of mathematics and science

CATEGORY 1A 1B 2A

MEAN SCORE PER SUBJECT Interpretation

Bio

P/Sc Int/Sc Sc/Tech Maths H.EC

Syllabus familiarization Orientation to new curriculum

2.3

2.3

2.4

1.8

1.9

2.8

2.3

1.5 4.4

1.2 4.4

1.7 4.4

1.5 4.5

1.5 4.3

1.3 5

1.5 4.5

3.9 3.5 3.1

3.5 2.3 2.7

3.6 3.4 3.1

3.6 2.8 2.8

3.6 2.3 2.7

4 3 3.2

3.7 2.9 3.0

2B

T/L materials limit T/L Improvisation difficult by teacher

2C

Pupil attitude to subject

MEAN Key

( 1 = SD, 2 = D, 3 = NS, 4 = A, 5 = SA)

51

MEAN

SUMMARY AND INTERPRETATION CATEGORY Interpretation MEAN INTERPRETATION Syllabus familiarization 1A 2.3 Familiarization to syllabus should be done Orientation to new curriculum 1B 1.5 Orientation is an urgent need T/L materials limit 2A 4.5 No T/L materials limit Improvisation difficult by teacher 2B 3.7 Teachers fail to improvise Pupil attitude to subject 2C 2.9 Pupil attitude to subjects is average

7.3

Difficult topics for selected subjects

7.3.1 Junior Certificate Education and Malawi School Certificate Levels Both the teachers and pupils identified difficult topics in Mathematics and Science at both JCE and MSCE levels. The table below indicates difficult topics at Junior Certificate Education and Malawi School Certificate Levels in Mathematics for both pupils and teachers. Table 7.0 Difficult topics at JCE Mathematics

Junior Certificate Mathematics (JCE) Teachers Pupils Vectors Convex polygon Quadratic Equations Statistics Travel graphs Linear equations Similarity Reflection and rotation Proportions Triangles Mensuration Linear graphs Pythagoras Theorem Algebraic processes Statistics Number patterns Reflections and rotations Coordinates Linear graphs Geometrical constructions Number patterns Social and commercial arithmetic Geometric constructions Directed numbers Directed numbers Approximation, estimation and accuracy Algebraic expressions Algebraic expressions Sets Lines and angles Sets Number systems Table 7.1 Difficult topics at MSCE Mathematics

52

Senior Certificate Mathematics (MSCE) Teachers Pupils Travel graph Sets Solid geometry Variation Vectors Probability Probability Similar triangles Polynomials Matrices Graph and functions Statistics Inequalities and linear programming Trigonometry Variations Mapping and functions Coordinate geometry Quadratic equations Similarity Theory of logarithms Trigonometry Circle theorems Change of subject of the formulae Irrational numbers Exponential and logarithmic functions Algebraic expressions and formulae Transformations Mapping and functions Sets Algebraic functions Circle theorems Irrational numbers Quadratic expressions and equations From these tables, most topics that are deemed to be difficult by pupils are also considered difficult by teachers. In addition, all new topics that have been introduced into the new syllabus have been identified as difficult. Some topics that have been cited by teachers cannot generally be considered as difficult by trained and well-qualified teachers. This indicates that Mathematics is not well taught in most schools. It also manifests that most Mathematics teachers in secondary schools more especially in CDSSs are not qualified to teach the subject. This is a clear indicator of poor performance in the subject at national examinations. From this example in Mathematics, it is possible to conclude that the teaching and learning of Mathematics is at stake in most schools.

53

Percentage of difficulty of Home Economic in Form 1

Family resource management

35.1 24.3

Family health

18.9

Adolescent's reproductive health Stages of human growth and development

13.5 21.6

Introduction to housing

40.5

Garment construction processes

Topics

Clothing, Textiles and Design

45.9

Food poisoning

24.3

Meal planning for different groups

37.8

Household food demand and supply

43.2 32.4

Nutitional requirements for different groups of people 24.3

Kitchen plans, equipment and hygiene

32.4

Nutritional deficiency diseases Nutritive value of different foods

40.5

Types of nutrients

32.4 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100. 0 Percentages

Percentage

54

DIFFICULTTOPICSINMSCEHOMEECONOMICS

Clothingtextiledesigncharecteristics

39.1

Consumer educationrights

13.0

Consumerismproblemaffectingconsumer at themarket

13.0

Entepreneurshipskills

26.1

Factorsinfluencingdecisionmakinginthehome

26.1

TOP ICS

Personal hygiene Adolescent'sreproductivehealth Stegesof humangrowthanddevelopment

4.3 8.7 4.3

percentages

Carefor variousroomsinthehouse

13.0

Housingneedsforvariousstagesinthefamilylifecycle

13.0

Tablesettingfor variousoccassions

26.1

Meal planning

34.8

Foodtechnology

34.8

Chemical compositionof foodnutrients

21.7

Typesandarrangement of equipment inthehome

13.0

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 PERCENTAGES

The above graphs show topics against percentage of difficulty in JCE and MSCE Home economics. Both graphs clearly show that Clothing and Textiles form the most difficult topic both at JCE and MSCE levels. At MSCE, Meal Planning and Food Technology come second while Personal Hygiene is the least difficult. At JCE, Household Food demand and Supply become second while Adolescent Reproductive Health is the least difficult. 55

Amongst other factors contributing to the above observations is that those difficult topics that have been listed as difficult are practical in nature while those that are least difficult are theoretical. It could therefore be suggested that lack of materials in practical topics contribute to negative attitude as well as the topic being deemed difficult.

8.0 Suggestions for improvement Both teachers and pupils interviewed feel that there is a lot that can be done to improve teaching and learning of Mathematics and sciences in schools. Among their suggestion were;Improvement of discipline among both the teachers and the pupils. Improvement in the rates of supervisions by relevant authorities. Improving teacher qualifications Improving the methodologies used. Supplying schools with adequate materials Improving the infrastructure The graphs below indicate the extent to which both teachers and pupils agree on some suggestions for improvement.

56

Ways of improving teaching /learning of Science and Mathematics by Teachers N = 124, 3

Improvisation 2

Clubs/associations

5

Pupil conduct Suggested ways

Expatriate teachers

0 5

Teacher supervision Human resource Teacher incentives

n = 124

1 0 22

Materials

24

Teacher qualification 7

Professional conduct Infrastructure

5 25

Methdology

0

10

20

30

Suggestions by Percentages

Ways of improving teaching/learning Sceince and Mathematics by pupils N = 1050, n = 777 1

Expatriate teachers

0

Suggested ways

1

Human resource

1 1

Materials

29 9

Professional conduct

16 12

Methdology

30 0

5

10

15

20

Suggestions by percentages

57

25

30

35

It can be observed from the two graphs that improvement in methodologies, teacher qualification, and supply of materials has rated highly amongst the teachers. Again the issue of methodologies and materials comes out clearly amongst the pupils. This sends an appropriate signal that all is not well in schools as regards to teaching and learning of science. Hence something must be done. Of interest is the response of pupils concerning the professional misconduct. Some issues cited were: Teacher absenteeism e.g. teachers sitting in the staff room, not going to classes to teach. Latent teacher absenteeism where by a teacher goes to class and waste pupil’s time by telling them irrelevant stories. Getting drunk while on duty. Bullying, teasing and mocking of girl pupils by male teachers. Male teachers seeking relationships with girl pupils. Unjustifiable punishments. Teachers concentrating on farming at the expense of teaching. Most of these claims have been confirmed by the Education Division offices from reports from the schools.

9.0 Other challenges From the results/findings of the baseline study, the major problems affecting the teaching and learning of mathematics and science have been unveiled. These relate to: Teacher qualification and experience Methodology and assessment Teacher and pupil attitude towards mathematics and science Level of difficulty of the curriculum in terms of the topics

58

Apart from these problems, there still are some challenges that can affect teaching and learning, and the implementation of the SMASSE Project at large, which is meant to be an intervention. These are hindrances because they are beyond SMASSE’s provision and unless the stakeholders are very committed to own the project, these challenges will be threats. Such challenges are:

9.1 Staffing and teacher qualification There is a shortage of teachers in secondary schools of which a larger percentage are nonqualified. The Distance education Project at Domasi College of Education is addressing this issue though at a lower rate compared to the need that exists in the schools.

9.2 Administrative capabilities School administrators who are not committed or well qualified can frustrate the efforts of the project by not offering the required support hence affecting the teaching and learning, and the SMASSE project. School based managers should be self-starters and motivated to take up the challenge of the project so that impact can be seen at grass root-the classroom.

9.3 Facilities and materials in the schools Inadequate or poor learning/teaching and boarding facilities cause the learners not to like schooling at a certain point. The long commuting distances by both pupils and teachers in Community day Secondary Schools make students to self board around the schools. This is a source of pupil indiscipline and can hamper performance of the students. Teacher absenteeism is also rampart under these circumstances.

9.4 Recognition and consensus of all stakeholders In order for SMASSE project to have a positive impact on teaching and learning there must be continuous collaboration among stakeholders through frequent meetings. Also individual stakeholder must recognize and appreciation their role in the project. Decisions and implementation of recommendations need to be looked into with urgency so that the direction of the project is realized. 59

This recognition will ensure project ownership hence commitment and teamwork will be guaranteed.

9.5 Donor coordination Donor communities working in secondary schools need to harmonize and properly coordinate their efforts so that the project objectives are achieved collectively towards one goal. These are Secondary Education Project (SEP) that is training school based managers, SSTEP which is upgrading T2 teachers to Diploma Teachers and the SMASSE intervention. For instance, there should be an agreement on whether SSTEP should first upgrade the non qualified teachers and then SMASSE do the In-Service, or decide to do it jointly using a suitable design.

9.6 Overlapping programmes Both at divisional, MoEST level, and also other related organizations like MANEB, MIE or EDMU there exist programmes that tend to overlap at some points and this may hinder the effectiveness and efficiency of one since they all deal with the same target group. This challenge can be addressed by encouraging collaboration among these through establishment of a timely and effective communication system at all levels.

9.7 Financial support There must be a policy statement clarifying on financial support in provision of allowances to teachers, teaching and learning materials and infrastructure. Failure to have this will cause problems to manage the participants. Such a statement from policy makers will also guide stakeholders and donor communities at large on how to operate in harmony. It is also important that all recommendations made at all levels be responded to by giving appropriate advice so that the project activities can progress.

60

9.8 Technical support The role of Education Methods Advisors and HoDs should be clearly defined in relation to the SMASSE Project. However, due to inadequate personnel, the MoEST should provide a way out to ensure that supervisory roles are sustained even within this project. Mathematics and Science teachers also may fail to receive support from their heads and fellow teachers as was revealed from the baseline survey conducted by the Secondary Education Project.

9.9 Availability of facilities and teaching and learning materials These include laboratories, textbooks, Science and Mathematics apparatus etc. that are not adequate. However the use of TALULAR will be encouraged and advocated for. MoEST will also be expected to come in to give support in this area. The support from JICA in this area to the District INSET centers when they get established will be highly appreciated.

10.0 Ways forward and the INSET Since the baseline has been already conducted, the way forward will be as follows:

10.1

Stakeholders’ meetings

Frequent stakeholders’ meetings for a period of two to three days are to be conducted. These will focus on the findings of the baseline study and emphasis will be on strategies to effectively implement the project in view of the gravity of situation now on the ground.

10.2

INSET implementation

Using the findings of the baseline survey, the proposed INSET curriculum will be review and refined ready for use. The activities will include: Formulation of broad INSET objectives and designing of INSET time frame for implementation to achieve the set objectives. Development of instructional materials for the INSET programme 61

Development of monitoring and evaluation tools Training of core trainers’ who will include 2 teacher trainers per subject from DCE, 2 Mathematics and Science SEMAs, 2 Mathematics and Science PEMAs and 2 competent Mathematics and science secondary school teachers per subject.

10.3 Third country counterpart training Another way forward could be that of technical or any other country-training programme between the governments of Japan and countries where SMASSE is like Kenya and Malawi. There must be collaboration and exchange programmes between teacher training colleges that are hosting the SMASSE projects in the countries. Exchange visits within the WECSA region must be encouraged also.

11.0

General comments on the needs assessment survey

11.1 Comments on presentation on Needs Assessment Survey The following is a list of comments/suggestions/questions that members had on the presentation of results for the needs assessment survey:There

should

be

coordination

amongst

various

projects

at

DCE,

say

SMASSE/SSTEP/UPIC Would improvisation not lower the standard of Science in Malawi? Would a Malawian scientist compare favorably with others from other countries? Does SMASSE project involve other stakeholders like National Research Council of Malawi, Agriculture, Health, Bureau of Standards etc? Would one easily use the questionnaires used to interpret the data? There should be a breakdown of type of schools in the visited sample Is the experience by T2 teachers not a wrong experience used in most secondary schools classrooms? Is the difficulty in teaching in both content and methodology? Is the attitude of boys and girls, teachers of various qualifications same or different? Does the teaching in primary school have any effect in secondary school?

62

11.2 Responses to the above comments/suggestions/questions The following was a list of responses to the above observations:Indeed SMASSE and other projects needed to work together Not all data was analyzed to provide details on questions asked Current focus of SMASSE is on methodology and development of a benchmark on which SMASEE progress can be measured. SMASSE will have an ongoing research to classify attitude per sex, type of school, role of primary school impacting on secondary school and teacher attitude versus qualification Indeed data was captured from all types of schools although most schools were CDSS and one private schools

11.2 Comments made by the Head of Kenya SMASSE Unit, and Head of SMASSE WECSA, Mr. B. Njuguna. The following was a list of comments were made by the Head of SMASSE Unit in Kenya, Mr. BN. Njuguna

11.3.1

Lessons from SMASSE Kenya

SMASSE is for enhancing teaching and learning talking place in Malawian schools Most donors do not target secondary school sector, hence intervention at secondary school level Typical problems in secondary school in Malawi are also common in Kenya Malawi is not only worried about quantity but also quality of teachers whereas Kenya’s concern is quality With support from JICA, Kenya instituted SMASSE after conducting a baseline study From Baseline study, there is need to devise a way on how to move forward. At this point, there is need to take on board all stakeholders like pupils, MoEST officials, and other participants 63

The major challenge of INSET in Kenya was on sustainability. This included ownership, mobilization and capacity building, whose common understanding was crucial Some questions that are pertinent include performance indicators, type of INSET (who to involve, where, when and how), type of academic content (what to facilitate on) Major issues on INSET were tackled and document was produced in 1999. Then there was development of INSET curriculum draft that was vetted by specialists before being implemented 3 cycle INSETS were designed, the first dealing with attitude, the second focusing on hands on activities while the third focused on actualization of ASEI/PDSI classroom activities The mode of training was a cascade model SMASSE in Kenya operates in 15 districts with 1 district having up to 800 Mathematics and Science teachers Districts are divided into different operational centers which own facilities to offer meaningful INSETS Amongst some challenges faced by SMASSE Kenya was the demand for payment by teachers On realization that JICA came only to assist, later on teachers decided to work without considering allowances as an issue In INSETS, sustainability with respect to cost sharing is crucial, hence districts in Kenya meet transport and food costs whereas for national INSETS, these are provided by SMASSE Head Office It is through determination and commitment that SMASSE Kenya is now making an impact in Kenya and the rest of Africa

11.3.2 What SMASSE Malawi can and cannot do In Malawi, the government puts high priority to education as reflected in the budget and the introduction of Universal Primary Education (UPE) whereas in Kenya, close to 4 million kids are out of school 64

However, with UPE in Malawi, the government recognizes challenges of quality versus access Malawi government also recognizes donor concerns on financing hence the need for cost sharing There is need to have a one week stakeholders’ workshop because the solutions to challenges are within stakeholders There is need to clearly define terms of reference for each and every stakeholder Challenges still exist in methodology and pedagogy and these reflects more on teacher trainers such as Domasi College of Education and Chancellor College. Since one of the complaints by some pupils from the baseline survey was that teachers just assign pupils to read sentences from textbooks, the question one can ask is, ‘do teacher training institutions emphasize on methodology and pedagogy?’ Other challenges lie within administrative factors and these includes staffing, diminishing hardworking spirit, high teacher-pupil ratios, unwelcoming learning environment. In some schools, girls dormitories are constructed close to footpaths or roads and these make them venerable to passerby In addition, school management seem to be negligent in the sense that a broken window may stay for months or even years without being repaired and this reflects the ‘pass on the buck syndrome’ that somebody somewhere is going to do the work However, nowadays, parents are more interested in the education of boys and girls SMASSE however has a well defined scope of what it can and it cannot do. For instance, S MASSE cannot pay or increase salaries, allowances and repair windows. This calls for all stakeholders to look and brainstorm on the scope of what SMASSE Malawi can do There is therefore need for stakeholders to hold a workshop during which a common consensus on what S MASSE Malawi can do can be arrived at There should not be a situation where the head of a school loses interest in SAMSSE upon realizing that money is not offered Above all, the interest in SMASSE is on what goes on in the classroom In addition, collaboration among projects is vital. SSTEP and SMASSE can harmonize their efforts to improve on teacher quality 65

However, it should be born in mind that the situation on the ground is that a lot of teachers are leaving the profession for greener pastures, there is low teacher morale, there is lack of motivation for teachers, less government support in financing and supervision. With all these issues, meaningful strides can hardly be achieved in education. It should be noted that all these are beyond the scope of SMASSE. What SMASSE can do is to use the meager resources prudently in order to maximize output

11.3.3

Who owns SMASSE Malawi?

Stakeholders need to find out who owns SMASSE Malawi Everything ranging from food to allowances need not be sponsored by JICA alone. If JICA meets the costs of food, fuel, transport, allowances, stationery, etc. it gives an impression that JICA owns SMASSE. However, there is need for cost sharing On DCE capacity to handle SMASSE issues, one only sympathizes with them. MoEST needed to institute mechanisms that ensure sustainability and availability of lecturers at DCE in order to handle SSTEP and SMASSE comfortably Indeed, DCE must have its own lecturers and resources and not rely on hired ones who do the job hurriedly

11.3.3

Suggested ways forward for SMASSE Malawi?

It is better to have a few committed individuals doing the job without excepting too much such as allowances If SMASSE Malawi is to prosper, staffing capacity at DCE need to be improved MoEST need to put a budget line for SMASSE A plan of action based on SMART and SORT (Specific, Measurable, Achievable, Realistic, Time bound and Strengths, Opportunities, Threats) approaches Optimize the use of meager resources to improve teaching and learning in schools In Kenya students contribute some money towards SMASSE project, the Malawi government to consider the approach facilitate by the cluster system

66

INSET system need to be constructed based on ownership, cost sharing and sustainability INSET quality control system need to be formulated to include write-ups, activities, facilitation methods, monitoring, assessment and evaluation Sustainability System Construction by ensuring self help efforts by looking at sufficient number of trainers, clusters and quality

11.3.4

SMASSE-WECSA

SMASSE Western, Eastern, Central and Southern Africa held 2 regional conferences The government of Japan has registered SMASSE WECSA Will hold WSSP conference in Nairobi where button pushers shall attend and influence change in order to develop an action plan for third country training Proposed 1st training will be in April 2004 for SMASSE WECSA There will be a Regional Conference in Accra, Ghana in June 2003 and Malawi will be invited. For Malawi, there will be 3 month INSET training in Kenya next year

11.3.5

Concluding remarks

Finally, Mr. B. Njuguna, the Head of SMASSE Unit in Kenya and SMASSE WECSA, emphasized the need for stakeholders to work tirelessly in ensuring the success of SMASSE activities in member countries. He expressed optimism, depending on Malawi’s progress, that Malawi could present a case study in Ghana next year and host a regional SMASSE WECSA Conference in 2004.

67

11.4

Comments on proposed terms of references (ToRs)

The following ToRs were presented for members to deliberate and were discussed thereafter.

Ministry of Education, Science and Technology in Malawi SMASSE INSET Malawi Pilot Programme TERMS OF REFERENCE October 2002 1. Introduction and Background ① Malawi has experienced some major changes in education over the past eight years. Many of these changes were triggered by the introduction of Free Primary Education in 1994, as a result of which primary school enrolments rose dramatically. Expansion of the primary sub-sector has in turn put pressure on the secondary sub-sector as well.

② In order to deal with the expansion of the demand for secondary education, the Government of Malawi (GOM) authorized the conventional Malawi College of Distance Education (MCDE) as a formal institution for delivering secondary education in the name of Community Day Secondary School (CDSS) in 1998.

③ This policy change on secondary education has brought about a rapid expansion of the enrolment that rose from 70,000 in 1997 into 240,000 in 1999.

④ Several harmful effects have been observed for this phenomenon in a short-term, out of which the shortage of qualified teachers is devastating. About 67% of total enrolments in secondary education is accommodated in CDSS, however, most of teachers at CDSS are under qualified. The educational statistics reveals that about 68% of teachers at secondary level out of 4,300 in total is under qualified, who has only certificates for primary education.

⑤ With the recognition of the situation above, the Policy & Investment Framework (PIF), education’s response to GOM priority policy of poverty reduction and addresses the national educational goals as spelt out in Vision 2020 and the MPRSP, understands that the strong secondary school system is an important link between primary and higher levels of education.

68

⑥ Moreover, in MPRSP and PIF, GOM declares the importance of upgrading secondary schools’ human physical resources to minimum operational standards through such as a

decentralization

of

administrative

management

at

secondary

education,

collaborative financing system to achieve cost-effective use of available resources, and continuous upgrading system for unqualified teachers.

⑦ We have recognized the need to put in place effective mechanisms to ensure prudent use of resources and increase the level of resources for secondary teacher training through mobilization of government and resources from development partners as well as cost-sharing with the Teacher Training Colleges (TTC) trainees and serving teachers at secondary schools.

⑧ The present ToRs outline the main thrust of the programme for the establishment of IN-Service Education and Training (INSET) system for secondary education in Malawi.

2.

Overall Goal, Programme Purpose The overall goal of the programme is to upgrade and improve the performance of secondary education, especially in mathematics and science. The purposes of the programme is to strengthen the quality of secondary education, focusing on mathematics and science through IN-Service Education and Training (INSET) for serving teachers who are under-qualified in the pilot districts.

3.

Outputs The expected outputs through the programme are;

① to refine teaching and learning attitude based on the PDSI (Plan, Do, See, Improve) and ASEI (Activity, Student-centered, Experiment and Improvisation);

② to design the curriculum for INSET; ③ to develop teaching and learning instruments; ④ to establish a training system for the district trainers in pilot districts at Domasi College of Education;

69

⑤ to establish a sustainable INSET system (Planning, Implementation, Management, Monitoring, Evaluation, Feedback (PIMMEF cycle), especially, in mathematics and science at secondary education in the pilot districts;

⑥ to strengthen the cluster system for teacher training

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

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

The table below shows the necessary roles for the

management of INSET system undertaken by each player. Players Roles (1) Daily Allowance (2) Travel Allowance (3) Subsistence Allowance Players Roles (4) Accommodation Allowance (5) Transport

MoEST

DEO

DCE

JICA Malawi

SMASSE Kenya

DEO

DCE

JICA Malawi

SMASSE Kenya

● ●

● ● ●

●

● ● ● MoEST

● ●

(6) Accommodation (facility) (7) Logistics (editing M/M, printing and circulating etc.) (8) Technical Assistance (9) Provision of equipment and materials (10) Management of INSET Funds

● ● ●

● 70

●

6. Organizational Chart Steering Committee

Technical

Committee

(10) Financial Committee

Japanese Side JICA Malawi Planning Adviser Science & Math Adviser

SMASSE Kenya

Malawian Side (8) (9)

(7)（10） Domasi College of Education

Secretary for EST

Director of EMAS (1) (2) (3) (4) (5)

(8)

Director of Teacher Education and Development

(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.

71

7. Programme Process and Outputs 1. STAGE I: Aug. 2002 – Mar. 2003 (8 months): Preparatory Stage

Responsibilities Objectives The establishment of the desirable environments for setting up the SMASSE INSET in Malawi Outputs 1. To attain the common consensus for the policy, overall framework and expected each role among the stakeholders 2. To prepare and implement ‘Needs Assessment Survey’ 3. To design the curriculum for INSET 4. To develop the teaching and learning instruments 5. To change the teaching attitude and practice teaching methods based on the SMASSE philosophy Activities 1-1. To set up the preparatory committee in MoEST, DCE and SE Division of MoEST To have regular meetings in each stakeholder 1-2. 1-3. To hold stakeholder’ meeting (Sep., Dec.’02 & Feb.’03) To design the evaluation and assessment 2-1. form with technical support from SMASSEKenya 2-2. To have regular consultations from MoEST & JICA Experts To implement Needs Assessment in SE 2-3. Division 2-4. To analyze the result of Needs Assessment To transfer the result of Needs Assessment 3 into curriculum development To study teaching and learning instruments 4-1. 4-2. To develop teaching and learning lesson plans and instruments To have regular discussions and refine the 4-3. above instruments To utilize the SMASSE teaching and 5-1. learning methods in the regular lesson 5-2. To have a regular meeting and group lessons to evaluate the above methods To refine the methods through ‘learning by 5-3. doing’

72

1. All stakeholders Facilitator: JICA Malawi 2. DCE, SAMSSE Kenya 3. DCE 4. DCE 5. DCE, MoEST 1-1. All stakeholders 1-2.

All stakeholders

1-3.

All stakeholders

2-1.

DCE

2-2. MoEST, 2-3.

JICA Experts SE of MoEST, DCE

2-4. DCE 3 DCE 4-1. DCE 4-2. DCE 4-3. DCE

5-1. DCE 5-2. DCE 5-3. DCE

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

The accomplishment of the strategic plan for SMASSE INSET System and teaching and learning methods and manuals 1. To attain the common consensus for teaching & learning methods among the stakeholders 2. To refine the teaching & learning methods 1. To have regular meetings in each stakeholder 2-1. To hold stakeholder’ meeting (Aug.’03) To have regular lessons and meetings by 2-2. using the methods developed in the STAGE I To have a trainees’ training with the 2-3. technical support from SMASSE Kenya 2-4. To have a Trial INSET Programme in the pilot secondary school

1. All stakeholders

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

DCE, SE of MoEST

2-4.

All stakeholders

3. STAGE III: Dec. 2003- Aug. 2004, 1 cycle (9 months): Implementation Stage Responsibilities Objectives Outputs

Activities

The implementation of the SMASSE INSET System 1. To implement the INSET Programme during every school holidays 2. To monitor the INSET Programme 3. To evaluate the INSET Programme 4. To reflect the improvement on the INSET Programme 5. To improve the INSET Programme 1. To implement the INSET Programme during every school holidays 2-1. To establish the monitoring team and system To implement the regular monitoring to 2-2. give a consultation To establish internal and external evaluation 3-1. committee in each stakeholder 3-2. To implement the evaluation of INSET Programme To analyze the result of the evaluation of 3-3. INSET Programme To have a stakeholders’ meeting 4. 5. To reflect recommended solution on the INSET programme in order to innovate 73

1. DCE (supported by All

stakeholders) 2. SE of MoEST 3. All stakeholders 4. All stakeholders 5. All stakeholders 1. DCE (supported

by all stakeholders) 2-1. SE of MoEST, MoEST

2-3.

SE of MoEST, MoEST

3-1.

All stakeholders

3-2.

All stakeholders

3-3.

All stakeholders

6. All stakeholders 7. All stakeholders

11.4.1

Discussion on the proposed terms of references (ToRs) and ways forward

Various comments were made on the above ToRs. Most of them hinged on wording of some sections. However, no concrete agreement was made as it was discovered that some of the issues raised in ToRs are policy issues. As a way forward, the following general comments were put forward;A steering committee consisting of DCE, SEED and MoEST officials need to be instituted to look at policy issues and ToRs as well as acting as a link between stakeholders, MoEST and policy makers Steering committee needed to meet before Christmas to discuss ToRs and formulate plan of action DCE as a technical team and secretariat to formulate other questionnaires with which to conduct another survey based on classroom observation INSET activities needed to be handled by fulltime workers to ensure efficiency DCE to be secretariat for SMASSE activities in Malawi Since a one day stakeholders meeting was inadequate, hence, in collaboration with the Kenyans, there is need for coming up with a one week workshop for stakeholders in order to formulate suggestions for INSET implementation (what sort of curriculum, for how many days, when, who to target) In INSET design, CDSSs needed to be targeted first as they show lack of confidence in classroom Programme for meetings to be sent earlier for participants to be psychologically aware of it Need for stakeholders to be further sensitized on SMASSE Need to revive Mathematics and Science Associations in Malawi Need for SMASSE project to be extended to other divisions other than SEED

74

12.0 Activities immediate in the pipeline No.

1 2 3 4 5

Activity

Due date

Formulation of steering committee at MoEST Hq to look at roles and policy issues, Final draft report Presentation of report to MoEST Hq. Technical team from DCE developing curriculum Stakeholders’ workshop to work out suggestions for INSET implementation

75

Mid December 2002 End January 2003 February 2003 March 2003 March 2003

76

Appendices A: Difficult topics Difficult topics as indicated by JCE Biology teachers Sexually transimitted diseases

2.3 2.3 2.4

Disease caused by parasitic worms

3.3 3.2 3.2

Problem solving Importnace of microorganisms

2.4

Culture methods Coordination

2.4

Topics

Excretion

2.2 2.3 2.3

Circulatory system Food test

2.2

Deficiency diseases

2.3

macro and micro requirements Photosynthesis

2.3

1.8

Interaction b/n organisms and physical world Classification of living things Characteristics of living things

1.8

0

0.5

1

1.5

2.0

2.2

2.8

3.3

2.5

Average

2.4 2.4 2.4 2.6

2.3

Physical world

2.7 2.7 2.6

2.4

2.7

1.9 2

2.5

3

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

77

3.5

Difficult Topics as indicated by MSCE Biology teachers Evolution Disease affecting nervous system Skin diseases Respiratory diseases Respiratory system Coordination Circulatory system

Topics

Daily energy and nutrition requirements Chemistry of macro and micro requirements Transport Environmental impact assessment and monitoring Global environmental problems Human population control and growth Interaction between populations Populations Problem solving

0

Average

1

2

3

4

5

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

78

Difficult Topics as indicated by MSCE Biology teachers Evolution Disease affecting nervous system Skin diseases Respiratory diseases Respiratory system Coordination Circulatory system

Topics

Daily energy and nutrition requirements Chemistry of macro and micro requirements Transport Environmental impact assessment and monitoring Global environmental problems Human population control and growth Interaction between populations Populations Problem solving

0 Average

1

2

3

4

5

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

79

Difficult topics in Biology at MSCE as indicated by pupils 5.7 Coordination

28.5 17.1

Respiratory system

18.7 25.2

Digestive system

18.7 20.3

The discovery of vitamins

29.3 35.8

TOPICS

Transport

26.8 14.6

Effects of rapid population growth on environment

14.6 6.5

Population control

8.1 17.1

Populations growth and factors affecting population growth

12.2 12.2

variety of life

24.4 26.0

Problem solving

12.2

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100. 0 PERCENTAGES

percentages

80

Difficult topics in JCE Biology as indicated by pupils Diseases caused by parasitic worms

27.2

Digestive system

26.5

Eating habits

17.6

Deficiency diseases

15.4

14.0

Balanced diet

Macro and micro requirements

36.8

Transport investigating water uptake

30.9

Photosynthesis investigating condition for plant growth TOPICS

47.8

percentages Main groups of plants and animals

20.6

13.2

Classification of living things

The cell as the basic unit of life

40.4

Characteristics of living things

11.0

Living things around us

10.3

Investigative skills and techiniques

35.3

Problem solving

25

Thinking and study skills

25

0

10

20

30

40

50

60

PERCENTAGES

81

70

80

90

100

Difficult topics in JCE Biology as indicated by pupils Diseases caused by parasitic worms

27.2

Digestive system

26.5

Eating habits

17.6

Deficiency diseases

15.4

14.0

Balanced diet

Macro and micro requirements

36.8

Transport investigating water uptake

30.9

Photosynthesis investigating condition for plant growth TOPICS

47.8

percentages Main groups of plants and animals

20.6

13.2

Classification of living things

The cell as the basic unit of life

40.4

Characteristics of living things

11.0

Living things around us

10.3

Investigative skills and techiniques

35.3

Problem solving

25

Thinking and study skills

25

0

10

20

30

40

50

60

PERCENTAGES

82

70

80

90

100

Difficult topics in JC Physical Science as indicated by pupils 34.8

Acids and bases Balaning chemical equations

52.2

Physical and chemical changes

21.7 30.4

Periodic table Chemical symbols and formula

43.5

Elements, Compounds and Mixtures The particulate nature of matter TOPICS

JC

39.1 34.8

47.8

Properties of magnets

percentage 17.4

Effects of electric current Measuring of electric current and voltage

43.5 30.4

Electric circuits 17.4

Energy

13.0

Work

17.4

Force

47.8

Scientific methods

43.5

Safety 0.0

10.0

20.0

30.0

40.0

50.0

60.0

PERCENTAGES

83

70.0

80.0

90.0 100.0

Difficult topics in MSCE Physical Science as indicated bt teachers Electromagnetic induction

11.8

Magnetism

11.8

Electrical resistance, power and cost of electricity

23.5

Electrostatics

5.9

Functional group chemistry

17.6

35.3

TOPICS

Scalors and vectors

5.9

Heats of reactions

17.6

Stoichiometry

Selected elements and their compounds

29.4

Types of bonds and their properties

5.9

Stable electronic configurations and valency

23.5

Thermal expansion of solids

23.5

11.8

kinetic theory of matter

0.0

10.0

20.0

30.0

40.0

50.0

60.0

PERCENTAGES percentage

84

70.0

80.0

90.0

100.0

Difficult TopicsansweredbyTeachers - Physical science(MSCE) - (n=6) Nucear physics

3.2

Oscillations andwaves

2.2

Electromagnetic induction

2.3

Magnetism

2.0

Electrical resistance, power andcost

1.8

Electrostatics

2.0

Polymerisation

1.8

Topics

Isomerism

2.3

Functional groupChemistry

1.8

Scalars andvectors

2.2

Heats of reactions

2.5

Stoichiometry

2.0

Selected elements andcompounds

2.2

Types of bondandproperties

2.2

Stableelectronic config&valency

2.0

Thermal expansionof solids

1.7

Kinetic theory of matter

1.3 0

1

2

3

4

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

85

5

Percentage of Difficulty Integrated Science 18.0 17.6 14.3 11.0 19.2 20.8 26.9 14.3 17.1 14.3

Solar energy Reflection of light Static electricity Growth and development in plants Patterns of growth and development

18.0 14.3 18.0

Pollution Diseases

9.8 19.2 10.2

Good health

45.7

Topics

Heat transfer

27.8 11.0

Energy changes

15.9 18.4 11.8

Sources of energy

JC E

24.5 Applications of air pressure

35.1 29.4

Pressure

22.4 28.6 22.0

Effects of force

22.4 Water cycle

33.9 29.0

Solutions

16.7 20.4

Elements and compounds

37.1 36.3

Classification of non-living things

15.5 18.8 10.6

Learning and practicing science skills 0.0

10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Percentage %

86

Difficult topics in Physical Science by pupils Acids and bases

34.8

Balaning chemical equations

52.2

Physical and chemical changes

21.7

Periodic table

30.4

Chemical symbols and formula

43.5

Elements, Compounds and Mixtures The particulate nature of matter TOPICS

JC

39.1 34.8

Properties of magnets

47.8 percentage

Effects of electric current

17.4

Measuring of electric current and voltage

43.5

Electric circuits

30.4 17.4

Energy Work

13.0

Force

17.4

Scientific methods

47.8

Safety

43.5 0.0

20.0

40.0

60.0

PERCENTAGES

87

80.0

100.0

Difficult topics in JCE Mathematics 22.3

Convex polygon

16.7

Statistics

29.5

Linear equations

22.3

Reflection and rotation

20.7

Triangles

35.1

Linear graphs

33.1

Agebraic processes

23.9

TOPICS

Number patterns

Coordinates

percentages

30.3

40.2

Geometrical constructions

32.3

Social and commercial arithmetic

21.9

Directed numbers

33.1

Approximation, estimation and accuracy

40.6

Agebraic expressions

24.7

Lines and angles

21.5

Sets

23.5

Number systems

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100. 0 PERCENTAGES

88