Sie sind auf Seite 1von 6

Annex 1: Terms of References (Original)

Ministry of Education, Science and Technology in Malawi


SMASSE INSET Malawi Pilot Programme
TERMS OF REFERENCE
October 2002

1. Introduction and Background


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

2. Overall Goal, Programme Purpose


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

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

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

5. Roles undertaken by each player


There are five major players for implementing the programme, 1) Ministry of Education,
Science and Technology (MoEST), 2) Divisional Education Office and District Education
Office (DEO), 3) Domasi College of Education, 4) JICA Malawi, and 5) SMASSE Project in
Kenya. The table below shows the necessary roles for the management of INSET system
undertaken by each player.
Annex 1: Terms of References (Original)

Players JICA SMASSE


MoEST DEO DCE
Roles Malawi Kenya
(1) Daily Allowance ●
(2) Travel Allowance ●
(3) Subsistence Allowance ●
Players JICA SMASSE
MoEST DEO DCE
Roles Malawi Kenya
(4) Accommodation Allowance ●
(5) Transport ● ● ●
(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
Annex 1: Terms of References (Original)

6. Organizational Chart

Steering Committee

(10)
Technical Committee Financial Committee

Japanese Side Malawian Side


(8) (7)(10)
JICA Malawi (9) Domasi College of Secretary
 Planning Adviser Education for EST
 Science & Math
Adviser
Director of Director of
EMAS Teacher
(8) Education and
SMASSE (1) (2) (3) (4) (5)
Kenya Development

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


(9)
South East Divisional Educational Officers

(10) (5) (6)


(9)
District Educational Officers

JOCV Science & (10) (5) (6)


Math Teachers Pilot Secondary Schools

(8)

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

7. Programme Process and Outputs


1. STAGE I: Aug. 2002 – Mar. 2003 (8 months): Preparatory Stage
Responsibilities
Objectives The establishment of the desirable environments for
setting up the SMASSE INSET in Malawi
Outputs 1. To attain the common consensus for the policy, 1. All stakeholders
overall framework and expected each role among Facilitator: JICA Malawi
the stakeholders
2. To prepare and implement ‘Needs Assessment 2. DCE, SAMSSE Kenya
Survey’
3. To design the curriculum for INSET 3. DCE
4. To develop the teaching and learning 4. DCE
instruments
Annex 1: Terms of References (Original)

5. To change the teaching attitude and practice 5. DCE, MoEST


teaching methods based on the SMASSE
philosophy
Activities 1-1. To set up the preparatory committee in 1-1. All stakeholders
MoEST, DCE and SE Division of MoEST
1-2. To have regular meetings in each stakeholder 1-2. All stakeholders
1-3. To hold stakeholder’ meeting (Sep., Dec.’02 &
Feb.’03) 1-3. All stakeholders
2-1. To design the evaluation and assessment
form with technical support from 2-1. DCE
SMASSE-Kenya
2-2. To have regular consultations from MoEST &
JICA Experts 2-2. MoEST,
2-3. To implement Needs Assessment in SE JICA Experts
Division 2-3. SE of MoEST, DCE
2-4. To analyse the result of Needs Assessment
3 To transfer the result of Needs Assessment 2-4. DCE
into curriculum development 3 DCE
4-1. To study teaching and learning instruments
4-2. To develop teaching and learning lesson 4-1. DCE
plans and instruments 4-2. DCE
4-3. To have regular discussions and refine the
above instruments 4-3. DCE
5-1. To utilise the SMASSE teaching and learning
methods in the regular lesson 5-1. DCE
5-2. To have a regular meeting and group lessons
to evaluate the above methods 5-2. DCE
5-3. To refine the methods through ‘learning by
doing’ 5-3. DCE

2. STAGE II: Apr. 2002-


2002- Nov. 2002 (6 months): Trial Stage
Responsibilities
Objectives The accomplishment of the strategic plan for
SMASSE INSET System and teaching and learning
methods and manuals
Outputs 1. To attain the common consensus for teaching & 1. All stakeholders
learning methods among the stakeholders
2. To refine the teaching & learning methods 2. DCE, SE of MoEST
Annex 1: Terms of References (Original)

Activities 1. To have regular meetings in each stakeholder 1-1. All stakeholders


2-1. To hold stakeholder’ meeting (Aug.’03) 2-1. All stakeholders
2-2. To have regular lessons and meetings by 2-2. DCE
using the methods developed in the STAGE
I
2-3. To have a trainees’ training with the 2-3. DCE, SE of MoEST
technical support from SMASSE Kenya
2-4. To have a Trial INSET Programme in the 2-4. All stakeholders
pilot secondary school

3. STAGE III: Dec. 2003-


2003- Aug. 2004, 1 cycle (9 months): Implementation Stage
Responsibilities
Objectives The implementation of the SMASSE INSET
System
Outputs 1. To implement the INSET Programme during 1. DCE (supported by All
every school holidays stakeholders)
2. To monitor the INSET Programme 2. SE of MoEST
3. To evaluate the INSET Programme 3. All stakeholders
4. To reflect the improvement on the INSET 4. All stakeholders
Programme
5. To improve the INSET Programme 5. All stakeholders
Activities 1. To implement the INSET Programme during 1. DCE (supported by all
every school holidays stakeholders)
2-1. To establish the monitoring team and 2-1. SE of MoEST, MoEST
system
2-2. To implement the regular monitoring to give 2-3. SE of MoEST, MoEST
a consultation
3-1. To establish internal and external 3-1. All stakeholders
evaluation committee in each stakeholder
3-2. To implement the evaluation of INSET 3-2. All stakeholders
Programme
3-3. To analyse the result of the evaluation of 3-3. All stakeholders
INSET Programme
4. To have a stakeholders’ meeting 6. All stakeholders
5. To reflect recommended solution on the INSET 7. All stakeholders
programme in order to innovate

Das könnte Ihnen auch gefallen