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KENYA SMASSE/SMASE Projects (1998-2013)
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JICA has been supporting the Kenyan Government in the area of In-Service Education and Training (INSET) since 1998 in order
to raise the quality of teaching mathematics and science in primary and secondary schools as teachers lacked
opportunities to be capacity-built and the quality of education was considered to be deteriorat-
ed that time. It has been divided into three phases. The first phase (1998-2003), the “Strengthening of Mathematics and Sci-ence in Secondary Education (SMASSE) Project” was launched in 1998 on a pi-lot basis in 9 districts. The project was then scaled up to all districts in the country in 2003 in the second phase. During the second phase, the Kenyan government established the Centre for Mathematics Science and Technolo-gy Education in Africa (CEMASTEA) and initiated the African component of INSET by through the formation of SMASSE – WECSA (Western, Eastern,
Central and Southern Africa) members. In the third phase, JICA’s assistance was
expanded to primary education as initiation of the project for Strengthening of Mathe-
matics and Science Education (SMASE), while maintaining the intervention for second-
ary education to some extent and for other African countries.
JICA’S CONTRIBUTION TO MATHEMATICS AND SCIENCE EDUCATION
IN KENYA AND AFRICA (1998-2013)
3
Objective of the ProjectsThe projects aimed at the improvement of mathematics and science education through In-Service Education and Training (INSET) for teachers with innovative approach in order to upgrade the capability of young Kenyans in mathematics and science and strengthening of the quality of mathematics and science education in WECSA member countries.
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
KENYA SMASSE/SMASELaunch of Kenya SMASSE (Secondary Pilot) - Phase I
· Establish INSET model for Science and Maths teachers
· Training for Trainers, development of training contents and materials, prioritize INSET in government budget plan, establish school fund for INSET.
YEAR
Launch of Kenya SMASSE (Secondary) - Phase II
· Expand INSET model nationwide in Kenya
· Introduce Kenya SMASE INSET model to African region
Launch of Kenya SMASE (Primary) - Phase III · Extend INSET to Primary Mathematics
and Science · Continue to support in other African
countries.
PILOT STAGEEXPANDING STAGE
EVOLUTION STAGE
Regional Activities (SMASE-WECSA)
2001 1st Regional Conference
2003 Official Launch of SMASSE-WECSA Association (11 countries joined)
2010 10th AniversaryMembers: 27 Countries
SMASSE-WECSA is a platform to share the knowledge and experiences of Mathematics and Science education and INSET
History of KENYA SMASSE/SMASE Projects with Regional Activities
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INSET SYSTEM IN KENYAJICA has assisted in establishing the cascade INSET system for both primary and second-ary education.
Secondary INSET systemThe secondary INSET system has a two-tier cascade system: Training is conducted at national and district level. Various workshops for education managers are also organized to strengthen the INSET system for them to effectively supervise and monitor the INSET activities.
Flow of INSET and Workshops Activities at Each Level – Secondary Education
National trainersfrom CEMASTEA National trainers from CEMASTEA
WS for admins atdecentralised level
WS for DQASOs
INSET for DistrictTrainers (DTs)
School based INSETfor all Secondary
MS teachers
Level
Regional
District
School
Workshop
National
INSET
20,000 SecondaryMS teachers / HOD
1,400 DTs (SelectedTeachers)
INSET for SecondaryMS teachers / HOD
47 CDEs &47 CQASOs
289 CQASOs
289 DEOs
WS forPrincipals
6,500principals
(Note) : : INSET and workshop
: Trainer and / or beneficiary : Not under SMASE project
: Provide training : Supervise / support the activities
(Source) Developed from JICA and MOEST (2011) Minutes of the meeting
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Primary INSET systemThe primary INSET system has a three-tier cascade system: Training at national, regional and cluster (district) level is provided. Various workshops for education managers are also organized to strengthen the INSET system for them to effectively supervise and monitor the INSET activities. The system is expected to strengthen the existing school based INSET.
Flow of INSET and Workshops Activities at Each Level – Primary Education
(Note) : : Inset and workshop
: Trainer and / or beneficiary : Not under SMASE project : Provide training : Supervise / support the activities
(Source) Extract from CEMASTEA (2013)
Level
Regional
Cluster(District)
School
Workshop
National
INSET
National trainersfrom CEMASTEA
INSET for regionalTrainers (RTs)
250 RTs
School based INSETfor all PTs
60,000 PTs (Grade 6-8)
INSET for ClusterTrainers (CTs)
4,500 CTs:Selected Teachers
INSET for Primaryteachers (PTs)
(4RTs x (PTTCs)
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What is ASEI-PDSI?The ASEI-PDSI approach is an acronym for Activity, Student-centred, Experiment and Improvisation (ASEI) and Plan, Do See and Improve (PDSI).
The ASEI is anchored on five basic tenets:
1. Knowledge-based to Activity-focused (Talk and chalk to hands-on)
2. Teacher-centred to Student-centred
3. Lecture method/theoretical approach to experiments/research-based approach
4. Recipe type large scale experiments to scaled-down experiments and involving use of improvisations
The PDSI aims at helping teachers to effectively practice ASEI at the classroom level. Important aspects of effective lesson delivery such as work planning and evaluation are emphasized.
The ASEI-PDSI equips teachers for effective classroom practices believing that the battle against poor performance in Mathematics and the Science must be won in the classroom. The ASEI-PDSI is based on the premise that learners learn better when they are involved in doing through discussions, experiments and other activities, hence the emphasis on the learners as the central focus of learning. This is in recognition of the fact that for a long time, teaching in schools has predominantly been traditional where the teacher has been the centre of the learning process while current trends in education advocate for a learner-centred teaching-learning approach. Through INSET activities, teachers have been empowered with skills to develop innovative lessons through group planning, peer teaching and peer review.
Activity Student Centred
Experimemnt Improvisation
Plan Do
SeeImpro-ve
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ACHIEVEMENTS OF KENYA SMASSE/SMASE PROJECTSThe achievements through the projects are mainly four-fold, namely.1. Establishment of the INSET system for both primary and secondary education
in Kenya,
2. Capacity development of Kenyan education staff and managers for both Primary and Secondary education in Kenya;
3. Establishment of SMASE-WECSA network - network on Mathematics and Science education with other African countries; and
4. Capacity development of education staff in WECSA countries
1. Establishment of INSET system for both primary and secondary education in KenyaMajor achievements:
· Funding for SMASSE activities (secondary education) were guaranteed by the Kenyan · Government (Circular Reference No. MOE/GI/9/1/44 dated 9th January 2008) and the
amount of a maximum up to KES 200.00 per learner was agreed; · INSET system was firmly established for both primary and secondary education; and · The handbook on Management of Secondary district SMASSE Programmes was pub-
lished (see the photo below).
Through these structures for both primary and secondary education, 20,000 secondary Mathematics and Science teachers and 60,000 primary teachers (with focus on grade 6-8) are trained annually.
2. Capacity development of Kenyan Education staff and managersThrough the Kenya SMASSE/SMASE projects, most of secondary Mathematics and Science teachers and majority of primary teachers for Grades 6 to 8 have benefitted and the quality of teaching and learning has been improved.
HANDBOOK ONMANAGEMENT OF DISTRICTSMASSE PROGRAMMES
Secondary education
No. of participantsUp to phase 2 the projects have trained in total at least 69,870 teachers, 11,500 principals and more than 2,500 other cadres of education managers as well as approximately 4,800 district trainers who have conducted the district INSET. Number of participants in INSET has jumped up in 2004 as a result of scaling up from pilot to national INSET that covered the whole country.
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Furthermore, most of principals have received the training during Phase 3 in order to strengthen the school-based INSET activities in this Phase.
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0483 576
1,677
5,250
16,362 16,362
14,690 14,581
N/A
Phase 1 (Pilot phase) Phase 2 (National)
2000 2001 2002 2003 2004 2005 2006 2007 2008
No. of Participants in INSET and Workshops During the Kenya SMASSE Project per Year (1999-2008)
(Note) The small number of participants in 2008 resulted in the violence caused by the post presidential election in 2007.(Source) JICA (2003) Terminal evaluation report for SMASSE phase 1, JICA (2008) Terminal evaluation report for SMASSE Phase 2
(Note) 1) No. of participants in 2010 is low due to belated imple-mentation of the activity. 2) No. of participants in 2012 is low due to teacher’s trike when the ws was planned and hence forced to post-pone to 2013. (Source) SMASE project (2011) ‘’Information for Mid-term Evaluation’’, JICA (2013) Terminal evaluation report for SMASSE phase 3
No. of Principals who Participated in the Workshop During Phase 3 – Secondary Education
1,000
2,983
1,057
5,628
0
1,000
2,000
3,000
4,000
5,000
6,000
2010 2011 2012 2013
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QualityThe training brought significant improvement in terms of teaching and learning as well as student’s achievement.
1.2 1.1
0.8
1.0
2.42.3 2.3
2.4
0.0
1.0
2.0
3.0
4.0
Teaching Procedure Fundamental
Technique/methodologyManagement Overall
Mea
n sc
ore
2003/04
2007
Secondary Lesson Observation Evaluation
1.92.2
1.82.0
2.52.7
2.0
2.5
0.0
1.0
2.0
3.0
4.0
PROCESS SKILLS AFFECTIVE ASPECT COMMUNICATIONSKILLS
Overall Mean
Aspects of student participation
Mea
n sc
ore
2003/04
2007
Quality of Learning: Level of Participation
(Note) 1) N:45; 2) 0-4 scale (Note) 1) N:45; 2) 0-4 scale
Secondary ASEI/PDSI Checklist
(Note) 1) ASEI/PDSI lesson observation index is the index to measure the degree of incorporation of ASEI/PDSI aspects into teacher’s practice objectively evaluated; 2) N: 45; 3) 0-4 scale(Source) All 3 graphs here are from JICA & MOE (2008) Terminal Evaluation report
1.0 0.90.7
1.01.1
0.80.9
0.8 0.8
2.22.1 2.1
2.22.3
2.22.4 2.4
2.3
0.0
1.0
2.0
3.0
4.0
A S E I P D S I overall
Mea
n sc
ore
2003/04
2007
10
Relation Between Student’s Performance and Teacher’s Participation in SMASSE (2004-2008)
(Note) SMASSE Project Impact Assessment Survey (SPIAS) was conducted from 2004 till 2008 and the analysis was made on how the participation in the INSET affected in the student’s performance. (Source) Muta & Sasaki (2009) Impact Analysis on Kenya’s Strengthening of Mathematics and Science in Secondary Education (SMASSE) Project
Primary education
No. of participantsIn Primary, approximately 1,100 regional trainers, 17,000 cluster trainers and 145,000 teachers in total were trained during phase 3, while approximately 80,000 head teachers and 7,000 education managers it total, participated in the workshop in order to be sensitized on their expected roles in INSET activities.
Overall performance and that of Mathematics and Biology were improved with statistically significance at 0.01 level.
******
***
25
20
15
10
5
0Overall
17.95
19.27
15.11
17.85 17.37
19.0420.55 20.21 20.32 20.09
Math Biology Physics Chemistry
Never attended
Attended (1-4)*** ** *p<0.01; p<0.05; p<0.1
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Source: JICA (2013) Terminal Evaluation Report, CEMASTEA (2011) SMASE Project Information for Mid Term Evaluation
300
250
200
150
100
50
0
2010 2011 2012 2013
No. of Regional trainers trained(2010 - 2013)
5,000
4,000
3,000
2,000
1,000
02010 2011 2012
No. of Cluster trainers trained(2010 - 2012)
No. of Primary teacherstraining (2010 - 2012)
60,000
50,000
40,000
30,000
20,000
10,000
02010 2011 2012
Level
National
School basedINSET for PTs
Regional
Cluster(District)
School
INSET
INSET for ClusterTrainers (CTs)
250 RTs
National trainersfrom cemastea
INSET for RegionalTrainers (RTs)
4,500 CTs:Teachers (PTs)
INSET for PrimaryTeachers (PTs)
60, 000 PTs (Grade 6-8)
272 286 284 257
4,420 4,284 4,022
55,32346,955
45,008
No. of Participants in the Kenya SMASE Primary INSET System
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Primary ASEI/PDSI LessonObservation Index
Primary Student Participation Index
(Note) 1) ASEI/PDSI lesson observation index is the index to measure the degree of incorporation of ASEI/PDSI aspects into teacher’s practice objective-ly evaluated 2) N; 62 (2013); 3) 0-4 scale (Source) JICA (2013) Terminal evaluation report
(Note) 1) Student participation index is subjectively devaluated by students as for the degree of their partic-ipation in the lesson; 2) N: 202 (2009), 62 (2011); 3) N: 1,406 (2011) and 1,033 (2013); (Source) JICA (2013) Terminal evaluation report
Training outside Kenya
Besides training in Kenya offered by CEMASTEA, JICA offered the training in Japan or other countries such as the Philippines and Malaysia to 464 Kenyan educators and managers in total. These trainings are related to pedagogy, classroom practices and INSET management.
1.3
1.5
1.7
1.9
2.1
2.3
2.5
2009 2011 2013
Training in Japan
Training in the Philippines
Training in Malaysia
Phase 1 38 2 0
Phase 2 81 120 87
Phase 3 124 0 12
Total 243 122 99
No. of Kenyan Participated in the Training Outside Kenya (1998-2013)
3.02 3.14
3.5
3.42
2.6
2.8
3
3.2
3.4
3.6
Mathematics Science
2011 2013
3. Establishment of SMASE-WECSA network The SMASE-WECSA Association was officially established in 2003 and there are currently 27 members. The training has been offered to these members and Kenya SMASSE/SMASE Projects have directly and indirectly assisted those projects in other WECSA countries. The association has also held 13 conferences and 3 technical workshops to date.
Quality Likewise, teaching/learning have been improved during phase 3.
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What is SMASE-WECSA Association?
The SMASE-WECSA Association shall exist for the purpose of Strengthening Mathemat-ics and Science Education at the basic level, through In-Service Education and Training (INSET), Pre-Service Training, research, seminars, joint exercises, exchange of informa-tion and all other lawful means to pursue its objectives.
MEMBERS COUNTRIESAngola, Benin, Botswana, Bukina Faso, Burundi, Cameroon, Ethiopia, The Gambia, Ghana, Kenya, Lesotho, Malawi, Mali, Mozambique, Namibia, Niger, Nigeria, Rwanda, Senegal, Sierra Leone, South Sudan, Swaziland, Tanzania, Uganda, Zambia, Zanzibar-Tanzania, Zimbabwe
JICA’s Support for Mathematics and Science Education in Africa
Quality Education for All Mathematics and Sciencefor Technological Innovation
Projects to date
Member Countries ofSMASE - WECSAAssociation
Outline of JICA’s Cooperation• Technical Cooperation Projects to date:
16 countries (incl. Kenya)
• Technical support through Kenya to 27 countries (Training in Kenya and Technical support)
(As of October 2013)
Nigeria
Zambia
Uganda
Rwanda
Sierra Leone
Ghana
Mozambique
Tanzania
Angola
Malawi
Kenya
Ethiopia
S. Sudan
Burkina Faso
Niger
Senegal
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4. Capacity development of education staff in WECSA countriesThe project offered regular Third Country Training Programme (TCTP), customized TCTP and dispatch of expert to WECSA countries.
Third Country Training Programme (TCTP)In the regular TCTP, 1,427 education trainers have participated to date.
No. of Participants per TCTP (2004-2013)
In the customized TCTP, 306 education trainers and managers in total received the training between 2005 and 2009.
Dispatch of Third Country ExpertsBesides the TCTP in Kenya, technical assistance services have been provided by CEMAS-TEA staff to SMASE-WECSA member countries since 2005. The technical assistance ser-vices that have been offered include: project formulation, baseline and needs assessment studies, INSET curriculum design, development of training modules, monitoring and evalu-ation of projects, impact assessment studies and INSET management and facilitation. 216 staffs have been dispatched 50 times to 15 WECSA member countries.
Year TCTP No. of countries Duration No. of participants
2004 TCTP 1 7 5 weeks 42 TCTP 2 15 5 weeks 852005 TCTP 3 16 5 weeks 882006 TCTP4 12 (Anglophone) 4 weeks 88 TCTP 5 6 (Francophone) 4 weeks 88 TCTP 6 6 (Anglophone) 4 weeks 722007 TCTP 7 7 (Francophone) 4 weeks 75 TCTP 8 7 (Anglophone) 4 weeks 58 TCTP9 3 (Francophone) 2 weeks 302008 TCTP 10 7 (Anglophone) 3 weeks 50 TCTP 11 10 (Anglophone) 4 weeks 77 TCTP 12 5 (Francophone) 2 weeks 312009 TCTP 13 12 (Anglophone) 3 weeks 50 TCTP 14 12 (Anglophone) 4 weeks 812010 TCTP 15 5 (Francophone) 2 weeks 33 TCTP 16 10 (Anglophone) 3 weeks 502011 TCTP 17 11 (Anglophone) 3 weeks 62 TCTP 18 6 (Francophone) 2 weeks 30 TCTP 19 8 (Anglophone) 4 weeks 522012 TCTP 20 12 (Anglophone) 3 weeks 72 TCTP 21 7 (Francophone) 2 weeks 31 TCTP 22 8 (Anglophone) 3 weeks 51 TCTP 23 7 (Anglophone) 3 weeks 482013 TCTP 24 6 (Francophone) 2 weeks 30 TCTP 25 10 (Anglophone) 3 weeks 52
1,426
15
MOVING FORWARDThe Kenya SMASE Project comes to an end in December 2013. However, the activities will continue as a programme of the MOEST. The Japanese government also contributed to the construction of new facility for training at CEMASTEA, (see photo below) which made the capacity of CEMASTEA on training double to around 200. CEMASTEA has also strengthened collaboration with other organisations such as Teacher Service Commission (TSC), Kenya Education Management Institute (KEMI), Kenya Institute for Curriculum Development (KICD) in addition to Ministry of Education, Science and Technology (MOEST) in order to cope with the evolving situation both at policy and ground level. JICA expects CEMASTEA to continue being the central institute not only as INSET provider but also INSET coordinator for Mathematics and Science in Kenya and Africa by fully utilizing the past 15-year experience.
JICA Kenya OfficeThe Rahimtulla Trust Tower,
10th & 11th, Upper Hill Road, P.O.Box 50572-00200,
Nairobi, KenyaTel: +254-2-724121Fax: +254-2-724878
Ministry of Education Science and Technology
Jogoo House B, Harambee Avenue
P.O.Box 30040-00100, Nairobi, Kenya
Tel: +254-20 318 581Fax: +254-20 214 287
Email: [email protected]
Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) Karen South/Bogani Road P.O. Box 24214-00502 Nairobi. Kenya Tel: +254 20 882632 Fax: +254 20 884756Email: [email protected]
